LC 


UDY     OUTLINE     SERIES 


VOCATIONAL  EDUCATION 
AND  GUIDANCE  OF  YOUTH 


AN  OUTLINE  FOR  STUDY 


THE   H     \V.    WILSON  COMPANY 
E  PLAINS,  N.  Y..  AND  NBW  YORK  CITY 
1917 


The  Study  Outline  and  Its  Use 

The  series  includes  outlines  on  art,  literature, 
travel,  biography,  history  and  present  day  ques- 
tions. 

The  outlines  vary  in  length.  If  more  topics 
are  given  than  the  number  of  club  meetings  for 
the  season,  those  topics  that  are  more  difficult 
to  handle  or  on  which  there  is  less  available 
material,  may  be  dropped.  If  there  are  fewer 
topics  than  the  scheduled  meetings,  certain  topics 
may  be  divided. 

Lists  of  books  are  appended  to  most  of  the 
outlines.  It  would  be  well  for  the  club  to  own 
some  of  the  recommended  books.  Others  can 
be  obtained  either  from  the  local  public  library 
or  from  the  state  traveling  library.  When  very 
full  lists  are  given  it  is  not  necessary  for  any 
club  to  use  all  the  books,  but  the  longer  list  leaves 
more  room  for  choice. 

The  best  material  on  some  subjects  may  be 
found,  not  in  books,  but  in  magazines.  These 
may  be  looked  up  under  the  subject  in  the 
Reader J  Guide  to  Periodical  Literature.  Maga- 
zine articles  and  illustrated  material  may  be  ob- 
tained from  the  Wilson  Package  Library.  For 
terms  see  fourth  page  of  cover. 

A  list  of  the  study  outlines  now  in  print  will  be 
found  on  page  three  of  this  cover.  For  later 
additions  to  the  list  write  to  publisher.* 


VOCATIONAL  EDUCATION 
AND  GUIDANCE  OF  YOUTH 


AN  OUTLINE  FOR  STUDY 


EMILY  ROBISON 


THE  H.  W.   WILSON  COMPANY 

WHITE  PLAINS,  N.  Y..  AND  NEW  YORK  CITY 

1917 


UC 


INTRODUCTORY  NOTE 

The  subject  of  vocational  education  and  guidance  of 
youth  of  public  school  age  is  so  broad  that  a  number  of 
books  will  need  to  be  used  as  a  basis  of  study.  If  the 
local  public  or  school  library  does  not  contain  the  books 
of  the  shorter  list,  the  other  material  may  be  found  on  the 
subject. 

Some  clubs  have  found  the  method  practicable  of 
buying  those  books  which  they  need  for  study  and  then 
presenting  them  to  the  public  library.  State  commissions 
are  often  glad  to  furnish  material. 

The  United  States  Bureau  of  Education  publishes  two 
bulletins — one  on  Vocational  Education  (1916  No.  21) 
and  one  on  Vocational  Guidance  (1914  No.  14)  which 
will  be  found  of  use  in  most  programs. 

The  outline  may  be  used  for  papers  and  discussion. 
The  references  at  the  end  of  each  division  are  arranged 
so  that  anyone  wanting  to  look  up  definite  points  might 
readily  find  them. 

Dooley's  "Education  of:  the  t  Ne'er-do-well,"  Daven- 
port's "Education  for  Sccial'  Efficiency"  or  Snedden's 
"Problem  of  Vocational  E-du cation"  ^re  interesting  read- 
ing  on  the  subject  in  genera-. ! 

E.  R. 
January  12,  1917 


CONTENTS 

I.     VOCATIONAL  EDUCATION    (General) 

1.  What  it  is 7 

2.  Need  of  vocational  education 8 

1 1 .     LEGISLATION 

1 .  State   legislation 1 1 

2.  Federal  legislation 12 

III.  INDUSTRIAL  EDUCATION 

1.  Why  industrial  education   for  the 

boy  and  girl  ? 14 

2.  Industrial  education  systems  abroad     16 

IV.  INDUSTRIAL  TRAINING  FOR  GIRLS 

1.  The  training  girls  need  in  industries    20 

2.  Some    schools    which    teach    girls 

trades    22 

V.    SOME  AMERICAN  SCHOOLS  WHERE  BOYS 
LEARN  TRADES 

1.  Two  interesting  private  schools...     23 

2.  Some  public  trade  schools 24 

VI.    CO-OPERATION  OF  AGENCIES  IN  FURNISHING 

INDUSTRIAL  EDUCATION 

1.  The  employer  of  child  labor  and  the 

schools 25 

2.  The  labor  unions  and  industrial 

education  26 

VII.    COMMERCIAL  EDUCATION 

1 .  Need  of  special  training  for  business    27 

2.  Commercial    education,    past    and 

present  28 

VIII.    AGRICULTURAL  EDUCATION 

1 .  The  value  of  agricultural  education     30 

2.  History    of    development    of    agri- 

cultural  education 30 

IX.    HOUSEHOLD  ARTS 

1.  Historical  development  of  aims  and 

training  in  household  arts 32 

2.  Value  of  training  in  household  arts     33 

356380 


O     -  -    -  :  .  •  .  CONTENTS 

X.     HISTORICAL  DEVELOPMENT  OF  VOCATIONAL 
GUIDANCE 

1.  Our  first  vocational  guidance  bureaus    35 

2.  Vocational   guidance   abroad 36 

XL     VOCATIONAL  GUIDANCE  IN  THE  PUBLIC 

SCHOOL 

1.  The  child  who  does  not  reach  high 

school 37 

2.  Vocational    guidance    through    the 

continuation  school 39 

XII.     VOCATIONAL  GUIDANCE  IN   THE  PUBLIC 
SCHOOL  (Continued) 

1.  Vocational  information  and  guidance     40 

2.  Courses  in  vocational  guidance 41 

XIII.     VOCATIONAL  GUIDANCE 

1.  The  vocational   counselor 42 

2.  Value  of  vocational  guidance  to  the 

school 43 

XIV.     SURVEYS  FOR  VOCATIONAL  EDUCATION  AND 
GUIDANCE 

1.  What  the  survey  is 44 

2.  How  surveys  are  made 44 

XV.     INTRODUCTION  OF  VOCATIONAL  EDUCATION 

IN  THE  GRADES 

1.  Time  to  begin  vocational  education    46 

2.  How    two    schools    have    met    the 

problem    48 

XVI.     VOCATIONAL   EDUCATION    AND   THE   HIGH 
SCHOOL 

1.  Vocational    education    in    the    high 

school 50 

2.  Public     vocational     schools     under 

separate    control 51 

XVII.    LOCAL  PROGRAM 

1.  What  our  state  does  for  vocational 

education  53 

2.  What  is  being  done  for  vocational 

education  in  my  locality 54 

BIBLIOGRAPHY 57 


VOCATIONAL  EDUCATION 
AND  GUIDANCE  OF  YOUTH 


VOCATIONAL  EDUCATION 

r.  What  it  is. 

A.  Definition  of  vocational  education. 

B.  Kinds. 

1.  Professional  (will  not  be  discussed). 

2.  Commercial. 

3.  Agricultural. 

4.  Industrial. 

5.  Household. 

C.  Vocational  education  and  liberal  education. 

Vocation  shall  be  the  application  of  culture  and 
rultim  shall  be  the  halo  of  vocation.  H.  H. 

HORNE. 

D.  Vocational  education  and  manual  training. 

1.  Manual  training  not  vocational. 

2.  Manual  training  may  be  prevocational. 

E.  Part  of  universal  Education. 

Within  the  limits  of  needful  activities  one  occu- 
pation is  as  important  as  another,  and  a  system  of 
universal  education  must  enrich  them  all,  or  the 
i -n<l  will  be  disastrous.  We  need  to  change  our 
views  concerning  what  has  been  regarded  as  me- 
nial employments.  DAVENPORT. 


8  VOCATIONAL   EDUCATION   AND 

References 

Davenport.     Educative  value  of  labor.    In  Education  for  ef- 
ficiency, p.  78-89. 
"The   daily  doing  of  needful  things  with  regularity  and 

efficiency  is  half  of  a  liberal  education." 

Davenport.     Industrial  education  a  phase  of  the  problem  of 
universal  education.    In  Education  for  efficiency,  p.  60-70. 

Gillette.    Meaning    of    vocational    education.    In   Vocational 
education,  p.  8-10. 

Kerschensteiner.       Fundamental     principles     of     vocational 
schools.    In  Three  lectures  on  vocational  education. 

Lapp  and  Mote.    Passing  education  around.    In  Learning  to 
earn.  p.  21-38. 

Leavitt.     Manual  training  and  industrial  education.    In  Ex- 
amples of  Industrial  education,  p.  9-18. 

National  Education  Associaton.    Proceedings.  1914.  p.  582-6. 
Vocational  education — its  terminology.     C.  G.  Pearse. 

Snedden.    Types  of  vocational  education.    In  Problem  of  vo- 
cational education,  p.  22-26. 

Snedden.    What    is    vocational    education?    In    Problem    of 
vocational  education,  p.  8-13. 

United  States.  Bureau  of  Education  1916  No.  21.     Definitions 
on  p.  36(1)  ;  43(4)  ;  44(6)  ;  45(8)  ;  47(io). 

Dial.  59:363-4.  Oct.  28,  '15.    Vocational  training  and  citizen- 
ship.   O.  C.  Irwin. 

Independent.  79:  150-1.  Aug.  3,  '14.     Present  educational  ques- 
tion. 

School    Review.    19:454-65.    Sept.    1911.    Does    the    present 
trend   toward   vocational   education    threaten   liberal   cul- 
ture?  E.  P.  Cubberly. 
—p.  466-76.    R.  A.  Woods. 

p.  477-88.    Discussion. 

Presented  at  the  meeting  of  the  Harvard  Teacher's  asso- 
ciation.   March  4,  1911. 

2.  Need  of  vocational  education. 

Education  is  no  longer  a  luxury.  It  has  be- 
come a  necessity  for  doing  of  the  world's  work. 
It  is  no  longer  for  the  edification  of  the  few ;  it  is 
for  the  satisfaction  of  the  many.  DAVENPORT. 

A.  Need  for  the  boy  and  girl. 

i.     Purpose  in  life. 

(The  "life  career"  ideal.) 


GUIDANCE  OF  YOUTH  9 

2.  Character  building. 

Habits  of  industry. 
Right  habits  of  thought. 

3.  Joy  in  work. 

The  great  mass  of  human  happiness  will  always 
arise  out  of  doing  well  the  common  things  of 
life,  and  the  happiness  of  the  individual  will  lie  in 
that  creative  genius  which  does  to-day  the  same 
thing  it  did  yesterday,  but  does  it  better.  DAVEN- 
PORT. 

4.  Prevention  of  wasted  years. 

(In  adjustment.) 

B.  Need  for  the  community. 

So  great  is  the  rivalry  among  nations  that  it 
has  become  a  matter  of  necessity  to  modify  the 
methods  of  education  in  order  to  have  a  greater 
number  of  productive  citizens.  M.  I.  EMERSON. 

1.  Useful  citizens. 

2.  Prevention  of  waste. 

References 

Dcwcy.  The  school  and  social  progress.  In  School  and  so- 
ciety, p.  3-28. 

Emerson.  The  life  career  ideal.  In  Evolution  of  the  edu- 
cational ideal,  p.  154-164. 

King.  Character- forming  influences.  In  Education  for  so- 
cial efficiency,  p.  211-212. 

King.  The  vocational  interest  and  social  efficiency.  In  Edu- 
cation for  social  efficency.  p.  199-218. 

Lapp  and  Mote.    The  present  system,  p.  47-59;  Training  for 
/enship.  p.  344-65.    In  Learning  to  earn. 

Munroe.  The  demand  for  vocational  training.  In  New 
demands  in  education,  p.  85-108. 

National  Education  Association.    Proceedings.   1910.  p.   133- 
41.    Value  through  education  of  the  life  career  motive. 
C.  W.  Eliot. 
Reprinted  in  Bloomfield.     Readings  in  vocational  guidance. 

p.  1-12. 

National  Education  Association.  Proceedings.  1911:260-4. 
Progress  and  the  true  meaning  of  the  practical  in  educa- 
tion. Carleton  B.  Gibson. 


10  VOCATIONAL   EDUCATION   AND 

National  Education  Association.    Proceedngs.   1914.  p.  572-7- 

Vocational    education — its    social    relationships.       H.    L. 

Sumner. 
Snedden.     Modern  social  need  of  vocational  education  under 

school   conditions.    In   Problem   of  vocational   education. 

p.  13-18. 

Consumers'  League  of  Connecticut.  A  glance  at  some  Euro- 
pean and  American  vocational  schools,  p.  3-7. 

United  States.  House  of  Representatives.  63d  Congress.  2d 
session.  (Document  1004.)  Committee  on  National  aid  to 
vocational  education.  Need  of  vocational  education.  In 
Report,  v.  I.  p.  16-29. 

Educational    Review.   45 : 501-6.   May,    1913.    The   character- 
forming  influence  of  vocational  education. 
Paper  read  at  2d  Internat.  Moral  ed.    Congress  at  The 
Hague  1912.     Reprinted  from  the  London  Journal  of  Educa- 
tion. 

School  and  Society.  3 : 300-04.  Feb.  26,  '16.  Cultural  and  vo- 
cational education.  H.  H.  Home. 


GUIDANCE  OF  YOUTH  II 

II 

LEGISLATION 

i.  State  legislation. 

A.  Connecticut. 

B.  Indiana. 

C.  Maine. 

D.  Massachusetts. 

E.  New  Jersey. 

F.  New  York. 

G.  Pennsylvania. 
H.  Wisconsin. 

References 

King.  Industrial  and  vocational  education — typical  state 
movements.  In  Social  aspects  of  education,  p.  161-62. 

Monroe.  Legislation  on  Vocational  education.  In  Cyclopedia 
of  education,  v.  3,  p.  432-33. 

Taylor.  New  York  law  relative  to  vocational  instruction. 
Article  22  of  the  Education  Law  of  1910  as  amended  by 
laws  of  1913  chapter  747.  In  Handbook  of  vocational  edu- 
cation, p.  183-189. 

United  States.  Commisspner  of  Education.  Report  1915, 
1 : 242-44.  Legislation  in  Maine. 

United    States.    Commissoner    of    Education.    Report    1915, 

1 :  235-37.    Legislation  in  New  Jersey. 
United    States.    Commissioner   of    Education.    Report    1915, 

1 :  233-35.    Legislation  in  Wisconsin. 
United  States.  Commissioner  of  Education.  Report  1913,   i : 

907-12     Vocational  education  legislation  in  1913. 

Indiana.  State  Board  of  Education.  First  Annual  Report  on 
vocational  education,  (1904),  P-  169-172.  The  spirit  and 
purpose  of  the  new  vocation  law  and  types  of  vocational 
schools  to  be  established  under  the  law. 

United  States.  Bureau  of  Education.  Bulletin.  1914.  No.  37. 
0.14-31.  The  laws  of  the  states  on  education  for  the 
home,  by  states.  B.  R.  Andrews. 


12          .  VOCATIONAL   EDUCATION    AND 

United  States  Bureau  of  Education.  Bulletin,  1916,  No.  21, 
P-  I57-59-  Digest  of  states  that  provide  state  aid  for  a 
more  or  less  state-wide  system  of  vocational  education. 

2.  Federal  legislation. 

A.  History  of  proposed  federal  legislation. 

1.  Page  bill. 

2.  Smith  Hughes  bill.1 

B.  Need  of  federal  legislation. 

At  the  last  session  of  Congress  a  bill  was  passed 
by  the  Senate  which  provides  for  the  promotion 
of  vocational  and  industrial  education  which  is  of 
vital  importance  to  the  whole  country  because  it 
concerns  a  matter  too  long  neglected,  upon  which 
the  thorough  industrial  preparation  of  the  coun- 
try for  the  critical  years  of  economic  development 
immediately  ahead  of  us  in  a  very  large  measure 
depends.  PRESIDENT'S  ADDRESS  TO  CONGRESS, 
DEC.  5,  1911. 

1.  To  share  the  burden  of  expense  of  establish- 

ing schools. 

2.  To  stimulate  the  development  of  vocational 

education. 

References 

King.    Industrial  and  vocational  education.     Significance   of 

national  appropriations,  p.  162-63. 

Lapp  and  Mote.  How  shall  the  obligation  be  met?  In  Learn- 
ing to  earn.  p.  309-326. 

National   Education  Associaton.    Proceedings.    1915:296-308. 
Evolution  of  the  training  of  the  worker  in  industry.     C.  A. 
Prosser. 
National    Education   Association.    Proceedings.    1915:322-31. 

National  aid  for  vocational  education.    John  Lapp. 
Chamber  of   Commerce   of  the  United   States   of   America. 
Referendum  No.  14.    On  the  report  of  the  committee  on 
education  regarding  federal  aid  for  vocational  education. 
April  i,  '16.     Special  Bulletin  June  2,  '16. 
Gives  the  majority  report  of  the  Referendum  committee 
and  summary  of  arguments  against  the  committee's  recom- 
mendation for  federal  aid.     Special  bulletin,  June  2,  '16,  gives 
detailed   statement  of   vote   by   the   chambers   of   commerce 
throughout  the  United  States. 

1  The  Smith-Hughes  bill  finally  passed   at   the   last   session   of  the   64th 
Congress,  March,  1917. 


GUIDANCE  OF  YOUTH  13 

Chamber   of   Commerce   of   the   United    States.     Report   by 
committee  on  education — on  vocational  education.    Fourth 
annual  meeting  Washington,  Feb.  8-10,  '16. 
Chamber  of  Commerce  of  the  United  States.    Vocational  edu- 
cation.    Pending  bill  S.  703. 

Suggests  changes  in  the  pending  bill  to  make  it  accord  with 
the  views  expressed  by  the  Chamber's  referendum. 
Commission  on  National  Aid  to  Vocational  Education.   Report 
Vol.  I  (63d  Congress,  2d  session,  House  Document  1004). 
Kinds  of  vocational  education  for  which  national  grants 
should  be  given  p.  40-54.    Extent  to  which  the  National  gov- 
ernment should  aid  vocational  education,  p.  62-69.    Proposed 
legislation,  p.  78-87.  Vol.  2:267-283.      Statements   submitted 
by  letter. 

Independent.    73 :  1414-9.   Dec.    19,   '12.     Educational   reform. 

C.  S.  Page. 

Manual  Training.  17:251-9.  Dec.  1915.  Manual  training  and 
vocational  education  to  fit  millions  for  their  work.  The 
Smith-Hughes  bill,  a  National  preparedness  plan  to  equip 
this  country  for  holding  industrial  and  commercial  suprem- 
acy in  the  future.  Alvin  E.  Dodd. 

Same  article.    In  Nation's  Business.  3 :  p.  8-10.  Nov.  '15, 
under  the  title  Training  for  industrial  life.   Also  printed  as  a 
"separate"  by  the  National  Society  for  the  Promotion  of  In- 
dustrial Education. 
Survey.  32:417-8.  July  18,  '14.    Plan  to  stimulate  vocational 

education  in  all  the  states.    W.  D.  Lane. 
Survey.  35:692.   Mar.   11,  '16.    Federal  plan   for  vocational 
training. 
Same  article.  In  School  and  Society.  3:428-9.  Mar.  18,  '16. 


14  VOCATIONAL   EDUCATION   AND 

III 

INDUSTRIAL  EDUCATION 

The  subject  of  industrial  education  is  so  broad  and 
the  interest  concerned  so  vast  and  so  varied  that  no 
single  writer  can  hope  to  bring  to  its  discussion  that  com- 
plete knowledge  which  is  necessary  to  the  rational  and 
final  solution  of  a  difficult  problem. — DAVENPORT. 


I 


Why  industrial  education  for  the  boy  and  girl? 

Now  if  every  individual  is  to  contribute  by 
means  of  his  work  to  the  general  welfare  of  the 
community,  our  first  business  must  be  to  provide 
him  with  the  best  opportunities  of  developing  his 
skill  and  capacity  for  work.  KERSCHENSTEINER. 

A.  Passing  of  the  apprentice  system. 

B.  Modern  factory  conditions. 

1.  Specialization  or  minute  divisions  of  labor. 

2.  "Blind  alley"  occupations. 

C.  Lack  of  skilled  workers. 

D.  Employers  cannot  adequately  train  workers, 
i.     Expense  of  time  and  labor. 

Workers  do  not  stay  in  same  shops  and  fac- 
tories. 

Lack  of  facilities  in  shops  and  factories  to 
teach  all  subjects  needed  to  comprehend 
modern  industrial  methods. 

E.  Child  who  does  not  take  to  book-learning. 

1.  Motor  minded  child. 

2.  Child  retarded  in  grades. 
a  Through  illness. 

b  Changing  schools. 
c  Lack  of  interest. 


GUIDANCE  OF  YOUTH  IS 

References 

Abbott,  Edith.     Public  opinion  and  the  working  women.    In 

Women  in  industry,  p.  317-23. 

"The  introduction  of  machinery  and  the  establishment  of 
the  factory  system  have  made  necessary  a  readjustment  of 
the  work  both  of  men  and  women,  and  in  the  long  run  it  has 
meant  the  breaking  down  of  old  customary  lines  of  delimita- 
tion between  women's  work  and  men's  work." 
Adams,  Thomas  Sewall  and  H.  L.  Sumner.  Industrial  edu- 
cation. In  Labor  problems,  p.  435-449. 

Decline  of  apprenticeship  system,  present  status  of  appren- 
ticeship, trade  schools,  general  aspects. 
Addams,  Jane.    The  spirit  of  youth  and  industry.    In  Spirit 

of  youth  in  city  streets,  p.  107-35. 
Ayres.    Laggards  in  our  schools. 

For  anyone  who  wishes  to  go  more  fully  into  the  study 
of  elimination  and  retarding  of  pupils. 
Bloomfield.     The  wasteful  start  and  unefficiency.    In  Youth, 

school  and  vocation,  p.  9-26. 
Dean,  A.  D.     Past,  present  and  future.    In  Worker  and  the 

state,  p.  3-25. 

This  chapter  is  reprinted  in  King.   Social  aspects  of  educa- 
tion, p.  156-165. 
Dooley.    The  neglected  ne'er-do-well.    In  Education  of  the 

ne'er-do-well,  p.  1-8. 
Dooley.    Qualities  of  the  ne'er-do-well.    In  Education  of  the 

ne'er-do-well,  p.  8-13. 
Dooley.     Special  needs.    In  Education  of  the  ne'er-do-well. 

P.  25-31. 

"Special  attention  should  be  devoted  to  the  aptitudes  of 
the  great  mass  of  children  who  are  motor-minded  and  who 
must  be  reached  through  manual  and  objective  methods  of 
teaching." 
Hedges.     Needs    of    the    factory    wage-earner.     In    Wage 

worth  of  school  training,  p.  16-24. 
Kelley.    Machine   tenders.    In   Modern   industry  in   relation 

to  the  family,  health,  education,  morality,  p.  100-106. 
Kerschensteiner.     Industrial    and    vocational    education,    its 

social  significance,  the  fundamental  principles  of  continua- 
tion schools.    In  King,  Social  aspects  of  education,  p.  144- 

156. 

Article  reprinted  from  School  Review.  19 :  162. 

Lapp   and    Mote.    Industry    and    its    educational    needs.    In 

Learning  to  earn.  p.  60-88. 
Mangold.     The  untrained  child  in  industry.    In  Problems  of 

child  welfare,  p.  245-246. 


16  VOCATIONAL  EDUCATION  AND 

Monroe.     Cyclopedia  of  Education.  V.  3.  p.  425-28. 

National  Education  Association.  Proceedings,  1910,  p.  369-73. 
Need  of  industrial  education  in  our  public  schools.  Theo- 
dore W.  Robinson. 

National  Education  Association.     Proceedings.  1910.  p.  666-73. 

Industrial  factor  in  education.     E.  N.  Henderson. 

Discusses  "the  psychological  and  social  need  for  construc- 
tive hand  work  and  for  industries  as  a  'subject'  in  school." 

Reprinted  in  Bloomfield  Readings  in  vocational  guidance, 
p.  56-68. 
National  Education  Association.  Proceedings.  1912.  p.  899-907. 

Citizenship  in  industrial  education.     C.  B.  Connelley. 
National  Education  Association.   Proceedings.  1912.  p.  921-26. 

Sociological  phases  of  the  movement  for  industrial  edu- 
cation.   F.  M.  Leavitt. 

Same  article  in  American  Journal  of  Sociology.  18 : 352-60. 

National  Education  Association.  Proceedings.  1915.  p.  828-32. 

Vocational  education  and  the  labor  problem. 
Russell.     The  school  and  industrial  life.    In  Russell  and  Bon- 

ser  Industrial  education,  p.  1-19. 

"My  conclusion  is  that  industrial  education  is  essential  to 
the  social  and  political  well  being  of  a  democracy." 
Van    Kleeck.     Some   problems    of    industrial    education.    In 

Working  girls  in  evening  schools,  p.  168-83. 
Weeks.     The  hand  of  iron.    In  The  people's  school,  p.  6-23. 

"A    rational   system    of    education   will   take   account   of 
changes  in  society  and  keep  pace  with  their  evolution." 

Iron  Age.  95:1334-5,  June  17,  '15.     Works  apprentice  school 

discontinued. 

"The  per  capita  cost  of  the  graduate  so  to  speak  from  the 
company's   apprenticeship   school  was   an   important   item   in 
the  decision  to  discontinue  the  school." 
Popular   Science  Monthly.   77:180-81.  Aug.   '10.    Danger   of 

unskill.    Walter  G.  Beach,  p.  178-185. 
Scientific  American.  112:247.  Mr.  15,  '15.    Educational  scrap 

heap  and  the  blind  alley  job.    L.  W.  Dooley. 

Condensed  from  same  article  in   S.  Am.   S.  Mr.   13,  '15. 
p.  170. 

2.  Industrial  education  systems  abroad. 
A.  Belgium, 
i.     Aims. 
2.     System. 


GUIDANCE  OF  YOUTH  17 

B.  England. 

I.     Aims. 

Britain  aims  at  individual  excellence  partly  by 
offering  many  avenues  of  training  and  many 
chances  for  willing  and  persevering  workers  to 
climb  all  sections  of  the  industrial  ladder. 

2.     Forms  of  schools. 
a  London. 
b  Birmingham 
c  Edinburgh. 

C.  France. 

1.  Aims. 

France  aims  at  industrial  excellence  partly  by 
the  training  of  highly  skilled  experts  and  partly 
by  the  training  of  those  who  should  become  the 
best  foremen. 

2.  Forms  of  schools. 
Paris. 

D.  Germany. 

1.  Aims. 

Germany  aims  at  the  building  up  of  a  great  in- 
dustrial nation  partly  by  the  thorough  training  of 
the  leaders  as  experts,  partly  by  the  training  of 
middle  grade  workers,  such  as  draftsmen  and 
foremen,  as  thoroughly  accurate  and  careful  man- 
agers and  partly  by  the  training  of  all  grades  of 
workmen  and  mechanics  as  skilled  craftsmen  and 
good  citizens. 

2.  Day  trade  schools. 

3.  Continuation  schools. 
a  Bavaria. 

Munich. 
b  Prussia. 

Berlin. 
c  Wurtemberg.  ; 


VOCATIONAL  EDUCATION  AND 

E.  Switzerland, 
i.    Aims. 

Here  ...  we  see  a  harmonious  cooperation  of 
labor,  capital,  legislative  bodies,  and  educational 
authorities  for  the  upbuilding  of  efficient  citizen- 
ship and  national  prosperity.  WEEKS. 

References 

Dooley.  Educational  adaptations  abroad.  In  Education  of 
the  ne'er-do-well,  p.  32-61. 

Kerschensteiner.  Technical  day  schools  in  Germany.  In 
Three  lectures  on  vocational  training. 

Leake.  Dangers  arising  from  the  misinterpretation  of  foreign 
systems  and  other  causes.  In  Industrial  education,  p.  176- 
89. 

National  Education  Association.  Proceedings.  1910.  p.  242-5. 
Effect  of  industrial  environment.  C.  B.  Connelley. 

National  Education  Association.  Proceedings.  1911.  p.  740-7. 
New  standard  of  the  present  day  in  industrial  education 
in  Europe.  P.  Kreuzpointer. 

Monroe,  Paul.    Cyclopedia  of  education,  v.  3,  p.  430. 

Roman.  Brief  survey  of  the  development  of  the  continua- 
tion schools  in  the  leading  German  states.  In  Industrial 
and  Commercial  schools  of  the  United  States  and  Ger- 
many, p.  37-53. 

Roman.  The  present  status  of  industrial  training  for  girls 
in  Wiirtemberg,  Bavaria,  Prussia  and  in  the  whole  Empire. 
In  Industrial  and  Commercial  schools  of  the  United  States 
and  Germany,  p.  95-110. 

Taylor.    Industrial   education   in   Europe.    In   Handbook  of 
vocational  education,  p  17-49. 
England,   Scotland,   Germany,  France. 

United  States.  Commissioner  of  education.  Report  1912.  vol 
J»  P-  537-38.  Public  education  in  Switzerland:  Continua- 
tion schools. 

United  States.  Commissioner  of  Education.  Report  1914.  vol 
i»  P.  739-42-  Continuation  schools  in  Germany. 

Weeks.  Foreign  trade  schools.  In  The  people's  school 
p.  109-47- 

Consumer's  League  of  Connecticut.    A  glance  at  some  Euro- 
pean vocational  schools,  p.  7-50. 
Pleasant  accounts  of  Vocational  schools  in  Germany,  some 

Flemish  schools  and  the  English  motive.    The  pamphlet  was 

printed  in  1911. 


GUIDANCE  OF  YOUTH  19 

United    States.     Bureau   of    Education.    Bui.    1914.    23 : 1-76. 
Trade  schools  in  Europe.    F.  L.  Glynn  (il). 

Craftsman.   19:598-607.  Mar.  'u.    Trade  education  in  Ger- 
many :  its  value  to  the  laborer.    Eva  E.  Vonn  Baur. 

Elementary  School  Teacher.  10:209-19.  Jan.  '10.  Trade  school 
in  London.    C.  W.  Kimmins. 

Harper.    128:616-25.    Mar.    '14.    Dynamic    education.    J.    L. 
Mathews. 
Industrial  education  of  German  boys. 

Nation.  94 : 208-9.  Feb.  29,  '12.    Bavarian   school  of  house- 
keeping.   M.  Parkinson. 

Outlook.  96:887-8.    Dec.  24,  '10.    Educate  the  apprentice. 

News  item  about  Dr.  Kerschensteiner's  visit  to  this  coun- 
try and  his  Munich  continuation  schools. 

Scribner's   Magazine.  51 :  199-204.  Feb.  '12.    Passing  of  the 
unskilled  in  Germany.    Elmer  Roberts. 


20  VOCATIONAL   EDUCATION    AND 

IV 

INDUSTRIAL  TRAINING  FOR  GIRLS 

I.  The  training  girls  need  in  industries. 

If  the  boy  of  the  working  classes  is  badly  off 
for  industrial  training,  his  sister  is  in  a  far  worse 
case.  Women  are  in. most  of  the  trades  followed 
by  men,  and  the  number  of  this  army  of  working, 
wage-earning  women  is  legion.  They  are  not 
trained  at  all  and  are  so  badly  paid  that  as  under- 
bidders  they  perpetually  cut  the  wages  of  men. 
ALICE  HENRY.  TRADE  UNION  WOMAN. 

A.  Training  for  the  skilled  worker. 

i.     Openings  for  girls  in  skilled  trades. 
a  Dressmaking. 
b  Millinery. 
c  Printing  trades, 
d  Silver  and  gold  work. 
e  Watch  making. 

B.  Training  for  immediate  work. 

What  we  have  to  beware  of  is  that  this  indus- 
trial work,  this  "honest  toil,"  does  not  degenerate 
into  drudgery.  KERSCHENSTEINER. 

i.     Chances  girls  have  for  advancement  in  facto- 
ries and  mills  through  training. 
a  Garment  trades. 
b  Shoe  factories. 
c  Textile  mills 

1.  Knitting. 

2.  Cotton. 

3.  Silk. 

4.  Woolen. 

References 

Davis,  Anne.    Occupations  and  industries   open  to   children 
between  fourteen  and  sixteen  years  of  age.    In  Bloomfield. 
Readings  in  vocational  guidance,  p.  542-53. 
Published  by  the  Board  of  education,  Chicago,  1914. 


GUIDANCE  OF  YOUTH  21 

Dodge,  H.  H.  Survey  of  occupations  open  to  the  girl  of  14 
to  16  years.    In  Bloomfield.     Readings  in  vocational  guid- 
ance, p.  571-601. 
Part  I  takes  up  the  field  of  work  and  its  conditions.    Part 

II  gives  an  outline  of  the  principal  occupations  including  under 

each,  the  approximate  percentage  of  the  14-16  year  old  girl 

to  all  employed,  the  kinds  of  work,  first  steps  of  advancement, 

qualifications,  outlook  in  respect  to  the  girls,  disadvantages 

or  danger  and  opportunities  for  training. 

Dooley.  Difference  between  vocational  education  for  boys 
and  girls.  In  Education  of  the  ne'er-do-well,  p.  77-79. 

Girls  Trade  Education  League  of  Boston.  Telephone  operat- 
ing. In  Bloomfield.  Readings  in  vocational  guidance. 
P.  557-69. 

— Bulletin  No.  I.  Dressmaking,  No.  2,  Bookbinding. 
Reprinted  in  United  States  Commission  of  Labor.  Report 

1910.  p.  445-55- 

Hedges.  Needs  of  the  factory  wage  earner.  In  Wage  worth 
of  school  training,  p.  16-23. 

Henry,  Alice.  Women  and  vocational  training.  In  The 
Trade  Union  woman,  p.  212-13. 

Richards,  C.  R.  What  we  need  to  know  about  occupations. 
In  Bloomfield.  Readings  in  vocational  guidance,  p.  504-514. 
An  address  delivered  at  the  second  National  Conference 

on  Vocational  Guidance.  1913. 

Van  Kleeck.  Occupations:  facts  significant  for  the  schools. 
In  Working  girls  in  evening  schools,  p.  57-60. 

Weaver.  Profitable  occupations  for  girls,  p.  79-83-  Dress 
making  and  millinery. 

p.  96-105.  Craftsmanship  and  the  practical  arts. 

— p.  57-71.   Factory  work. 

—p.  115-18.  Telephone  and  telegraph  work. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  20.  p.  193-195.  Similarity  and  the  points  of  differ- 
ence in  the  training  of  boys  and  girls  for  specific  trades. 
F.  E.  Leadbetter. 

National  Society  for  the  Promotion  of  Industrial  Education. 
The  Minneapolis  Survey.  Bulletin  21.  Dressmaking  and 
Millinery,  p.  407-34;  Art  education  needed  in  industry, 
(Jewelry,  manufacturing,  photography,  printing.)  p.  520- 
555.  Summary  550-555- 

National  Society  for  the  Promotion  of  Industrial  Education. 
The  Minneapolis  Survey.  Bulletin  21.  The  knitting  mill. 
p.  435-63.  (Summary  461-63)  ;  the  garment  trades,  p.  370- 
406  (Summary  407-34)- 

United  States.  Bureau  of  Education.  Bulletin,  1913  .No.  17. 
A  trade  school  for  girls :  a  preliminary  investigation  in  a 
typical  manufacturing  city. 


22  VOCATIONAL   EDUCATION   AND 

2.  Some  schools  which  teach  girls  trades. 

Life  without  industry  is  guilt,  and  industry 
without  art  is  brutality.  RUSKIN. 

A.  Boston  School  of  practical  arts. 

B.  Manhattan  Trades  school  for  girls. 

A  real  trade  school  intensively  teaching  the 
practical  knowledge  of  trades  and  efficiently 
training  its  pupils  in  manipulative  skill  will  put  on 
the  road  to  economic  independence  and  civic  use- 
fulness boys  and  girls  whom  the  regular  schools 
can  never  reach.  W.  STANWOOD  FIELD,  SCHOOL 
AND  SOCIETY,  JUNE  17,  1916. 

C.  Washington  Irving  high  school. 

References 

Schneider.    Manhattan  trade  school  for  girls.     In  Education 

for  industrial  workers,  p.  30-33. 
Van  Kleeck.    Evening   schools   and  vocational   training.    In 

Working  girls  in  Evening  schools,  p.  118-33. 

Manhattan  trade  school  for  girls. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  No.  22,  p.  220-24.  Trade  extension  and  part- 
time  courses  for  girls  in  New  York  City. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  No.  22,  p.  215-19.  Shop  methods  and  utilization 
of  product  (in  the  Manhattan  Trades  School  for  Girls.) 

United  States.  Commissioner  of  Labor.  Report.  1910.  Girls 
trade  school,  Boston,  Mass.  p.  278-81. 

Educational  Review.  30:178-88.   Sept.  '05.     Manhattan  trade 

school  for  girls.      M.  S.  Woolman. 
McClure's.  41 : 46-57.  May  '13.     Six  thousand  girls  at  school. 

A  training  for  womanhood.     Burton  J.  Hendrick. 

Washington  Irving  High  School. 
Review  of  Reviews.  50:  195-200.  Aug.  '14.    Public  school  that 

makes  for  industrial  efficiency.    Boston  girls'  high  school 

of  practical  arts.     B.  O.  Flower. 
Review  of  Reviews.  50 : 200-5.  Aug.  '14.     Training  city-bred 

girls  to  be  useful  women :  Washington  Irving  High  School. 


GUIDANCE  OF  YOUTH  23 

V 

SOME  AMERICAN  SCHOOLS  WHERE  BOYS  LEARN  TRADES 

The  epic  is  verily  not  "Arms  and  the  Man,  but  Tools 
and  the  Man" — an  infinitely  wider  kind  of  epic. — CAR- 

LYLE.      PAST   AND    PRESENT. 

I.  Two  interesting  private  schools. 

A.  Thompson  Island  Farm  and  Trades  School. 

"A  private  school  for  boys  of  limited  means 
supported  by  endowments,  tuition  fees  and  sub- 
scriptions." 

-•—•» — mw^r^ 

B.  David  Ranken,  Jr.,  school  of  mechanical  trades' 

In  these  days  of  automatic  machinery  and  high 
specialization  a  broad,  sound  training  in  the  fun- 
damentals of  a  trade  is  something  the  boy  does 
not  easily  find,  but  it  is  something  the  boys  of 
America  must  have  if  this  country  is  to  maintain 
its  old  standing  as  a  country  in  which  ingenuity 
and  inventiveness  abound.  EDITOR,  ST.  Louis 
REPUBLIC,  JUNE,  1916. 

References 

Leavitt.  The  David  Ranken  Jr.  School  of  Mechanical  Trades, 
St.  Louis,  Missouri.  In  Examples  of  industrial  education, 
p.  182-190. 

United  States.  Commissioner  of  Labor.  Report  1910.  p.  61- 
64.  David  Ranken  Jr.  School  of  mechanical  trades. 

The  David  Ranken  Jr.  School  of  Mechanical  Trades.  (St. 
Louis)  Annual  Catalog.  1916-17. 

The  Farm  and  Trades  School.    Report  of  the  board  of  mana- 
gers of  the  farm  and  trades  school,  Thompson's  Island. 
1916. 
Gives  an  historical  summary  and  description  of  its  work. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  20.  p.  134-143.    The  recognition  of  industrial  edu- 
cation for  apprentices  by  organized  labor.    Lewis  Gustaf- 
son. 
I  shall  confine  myself  to  this  topic  only  so  far  as  it  relates 

to  the  Ranken  School. — Gustafson. 

Boston   Evening  Transcript,   Saturday,   Mar.    14,   '14.    Farm 
and  Trades  School's  100  years. 
Reprint   secured    from   the   Thompson   Island   Farm   and 

Trades  School. 


24  VOCATIONAL   EDUCATION   AND 

Boston  Sunday  Globe.  Mar.  22,  '14.     Centennial  of  farm  and 
trades  school. 
Reprint.     Thompson   Island  Farm  and  Trades  school. 

Outlook.  100:  734-40.  July  28,  '15.     A  vocational  school  a  hun- 
dred years  old.     H.  Addington  Bruce. 

Survey.  25:674-6.  Jan.  21,  '11.     Ranken  trades  school  at  St. 
Louis. 

2.  Some  public  trade  schools. 

A.  Cincinnati  (O.). 

B.  Fitchburg  (Mass.). 

C.  Milwaukee  School  of  trades  for  boys. 

D.  Albert  G.  Lane  Technical    High    School    (Chi- 

cago). 

References 

Carlton.    Milwaukee  School  of  trades.    In  History  and  prob- 
lems of  organized  labor,  p.  456-57. 
Dewey.      Education     through     industry.      (Cincinnati).      In 

Schools  of  To-morrow,  p.  278-86. 
Hunter.    W.  B.    The  Fitchburg  plan.    In  Leavitt.  Examples 

of  industrial  education,  p.  202-208. 
Leavitt.     Lane  Technical  high  school,  Chicago.     In  Examples 

of  industrial  education,  p.   155-174. 
Leavitt.     Milwaukee   public   school   of   trades.     In   Examples 

of  industrial  education,  p.  176-181. 
National  Education  Association.  Proceedings.  1913.  p.  190-97. 

Cincinnati  continuation  schools.     E.  R.  Roberts. 
National  Education  Association.   Proceedings.  1914.  p.  171-5. 

School  and  Shop — work  and  study.     Randall  J.  Condon. 

Cincinnati  continuation  and  part  time  schools. 
Taylor.     The  Fitchburg  school.    In  Handbook  of  vocational 

education,  p.  68-71. 
United    States.     Commissioner    of   Education.     Report    1915. 

Vol.  I.  p.  36-39.  Cincinnati. 

United  States.     Commissioner  of  Labor.  Report  1910.  Fitch- 
burg high  school,  p.  187-90. 
United  States.     Commissioner  of  Labor.    Report  1910.  p.  134- 

37.     Milwaukee  school  of  trades. 
School    Review.    19:289-94.    May    '11.     Industrial    education 

in  Cincinnati. 
World's  Work.  21:14265-75.  April   'n.    Half  time  at  school 

and  half  time  at  work.     F.  P.  Stockbridge. 

At  Cincinnati. 
World's  Work.   25 : 695-8.   April  '13.    Teaching  real   life  in 

school.     W.  B.    Anthony. 

Fitchburg  public  schools. 


GUIDANCE  OF  YOUTH  25 

VI 

CO-OPERATION  OF  AGENCIES  IN  FURNISHING  INDUSTRIAL 
EDUCATION. 

The  employer  of  child  labor  and  the  schools. 

A.  The  school  in  the  factory.  Apprenticeship  schools. 

1.  When  employer  furnishes  material,  time  and 

teachers. 
Advantages. 
Disadvantages. 

2.  When   teaching   force  is   supplied  by  other 

agency. 

B.  Part  time  continuation  schools. 

i       How  the  time  is  divided. 
2.     Advantages  to  employer. 

References 
Dean.       Co-operative    system    of    industrial    training.       In 

Worker  and  the  state,  p.  211-42. 
National    Education    Association.     Proceedings.    1914:602-7. 

Use  of  the  factory  and  office  buildings  in  New  York  City 

for  vocational  education.    J.  H.  Haaren. 
National  Education  Association.  Proceedings.  1914.  p.  614-18. 

Apprenticeship    and   continuation    schools   of    Milwaukee, 

Wisconsin.    R.  L.  Cooley. 
th.  Selecting  the  course.    In  Establishing  trade  schools. 

p.  79-90. 

Shows  cooperation  of  both  employer  and  employee.  The 
sul.jects  treated  are  advisory  boards,  trade  agreements,  ex- 
amples of  trade  agreements  of  employers  and  trade  unions 
with  the  school. 

Iden.    Cooperation  of  agencies  in  vocational   education. 

In   I 'r«. 1,1cm  of  vocational  education,  p.  38-41. 
Taylor.    The   shop  vs.  the  trade   school.    In   Handbook   of 

vocational  education,  p.  83-85. 

Annals  of  the  American  Academy.  57.  p.  178-181.  Sept.  '16. 

Continuation  schools.    A.  J.  Jones. 

Manual   Training.   17:305-7.   Dec.   '15.     Where  should  coop- 
eration end?  editorial  comment. 

National  Society  for  the  Promotion  of  Industrial  Education. 
21.  p.  633-36. 

"Any  comprehensive  scheme  of  industrial  education  like 
Minneapolis  to  be  efficient  and  enduring  must  command  the 
respect  and  support  not  only  of  employers  and  employees  in- 
dividually, but  of  organization  of  employers  and  employees." 


26  VOCATIONAL  EDUCATION   AND 

2.  The  labor  unions  and  industrial  education. 

The  organizations  constituting  the  American 
Federation  of  labor  have  been  for  years  engaged 
in  the  work  of  systematically  providing  industrial 
education  to  their  members.  ...  It  is  eager  to 
cooperate  actively  in  instituting  industrial  educa- 
tion in  our  public  schools.  SAMUEL  GOMPERS. 

A.  Trade  agreements  for  the  promotion  of  industrial 

education. 

1.  Some  examples. 

Unskilled  trades. 
Skilled  trades. 

2.  Value. 

B.  Cooperation  in  outlining  trade  studies. 

References 

Carlton,   Frank  Tracy.    Government  and  policies  of   Labor 

organizations.     In    History    and    problems    of    organized 

labor,  p.  95-154. 

For  those  who  wish  to  study  further  possibilities  of  co- 
operations with  labor  unions. 
Henry,  Alice.     The  trade  union  and  industrial  education.    In 

The  Trade  union  woman,  p.  209-11. 
National   Education    Association.    Proceedings.    1914:607-14. 

Trade  agreements.    In  Industrial  education  of  apprentices 
in  Chicago.    W.  M.  Roberts. 
National    Education   Association.    Proceedings.    1910 : 265-73. 

Trade  unions  and  industrial  education.    W.  B.  Prescott. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Trade  understandings.  In  Report  of  the  Minneapolis  sur- 
vey Bulletin  21,  p.  672-77. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin    22.    p.    325-34.     Relation    of    the    pre-vocational 
school  to  the  rest  of  the  school  system.    R.  C.  Kelso. 
Tells  of  the  different  trade  agreements  in  force  in  Roch- 
ester, N.  Y. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  22.  p.  347-61.  Trade  agreements  and  industrial 
education. 

Manual  Training.  16:329-39.  Feb.  '15.  Industrial  education 
and  the  American  federation  of  labor.  Samuel  Gompers. 


GUIDANCE  OF  YOUTH  27 

VII        • 

COMMERCIAL  EDUCATION 

Business  has  to  do  with  four  important  processes — 
the  production,  preparation,  distribution  and  consump- 
tion of  commodities. — LAPP  AND  MOTE.  LEARNING  TO  EARN. 

I.  Need  of  special  training  for  business. 

Education  for  business  .  .  .  addresses  itself  to 
the  everyday  needs  of  the  manufacturer,  merchant, 
transporter  and  banker  in  quite  the  same  way  as 
the  good  physician  goes  about  to  diagnose  our 
ills.  Its  mission  is  to  facilitate  the  four  great 
commercial  processes.  LAPP  AND  MOTE. 

A.  Clerical  work. 

i  Bookkeeping. 

2.  Stenography. 

3.  Typewriting. 

4.  Filing  and  records. 

B.  Salesmanship. 

1.  Department  stores. 

2.  Other  forms. 

C.  Advertising  work. 

References 

Eaton  and  Stevens.  Commercial  training  for  girls,  p.  169-180. 
Lapp   and    Mote.    Business   and    its    educational    needs.    In 

Learning  to  earn.  p.  116-42. 
O'Leary.    Vocational  training  for  department  store  workers. 

In  Department  store  occupations,  p.  82-88;  97-100. 
Stevens.    General  view  of  Commercial  work.    In  Boys  and 

girls  in  commercial  work.  p.  33-43. 
Weaver.    Salesmanship.    In  Profitable  occupations  for  girls. 

p.  107-113- 

United  States  Bureau  of  Education.  Bulletin,  1916,  No.  25, 
p.  39-41.  Modern  Business  and  commercial  education. 
Isaac  Grinfield. 

United  States.  Bureau  of  Labor  Statistics.  Bulletin.  162: 
Analysis  of  occupations  in  department  stores  of  Rich- 
mond. In  Vocational  survey  of  Richmond,  p.  227-238. 


20  VOCATIONAL   EDUCATION   AND 

2.  Commercial  education,  past  and  present. 

A.  Abroad. 

1.  Germany. 

a  Lower  commercial  schools. 

b  Secondary  commercial  education. 

2.  England. 

3.  France. 

B.  Our  early  commercial  schools. 

1.  Adventures  in  business. 

2.  Lack  of  test  of  training. 

C.  New  ideals  in  commercial  education. 

The  chief  aim  of  commercial  education  should 
be  to  produce  the  highest  possible  degree  of  effi- 
ciency to  increase  production,  to  make  a  just  dis- 
tribution in  commercial  labor,  to  make  self-re- 
specting, self-supporting,  and  contributing  mem- 
bers of  society,  and  thereby  to  help  in  promoting 
social  justice  to  all  mankind.  E.  NEWTON  SMITH. 

1.  Importance  of  moral  training  in  commercial 

education. 

2.  Need  of  "all  around"  intelligence. 

3.  Specialization. 

References 

Herrick,  Cheesman.  The  curriculum  of  the  secondary  school 
of  commerce.  In  Meaning  and  practice  of  commercial 
education,  p.  228-53. 

Herrick,  Cheesman.  History  of  commercial  instruction  in 
secondary  schools.  In  Meaning  and  practice  of  commercial 
education,  p.  213-18. 

Monroe.    Cyclopedia  of  education.  V.  2,  p.  143-54. 

History  in  the  U.   S.   143-45 1  private  commercial   school 

145-46;  public  high  school  146-48;  history  in  Germany  151-53; 

other  countries  153-54. 

National  Education  Association.  Proceedings.  1915.  p.  893- 
897.  Factors  of  efficiency  in  secondary  commercial  teach- 
ing. John  E.  Treleven. 


GUIDANCE  OF  YOUTH  2Q 

Roman.  Early  history  and  methods  of  getting  pupils;  the 
present  status  of  business  colleges,  commercial  high  schools 
and  commercial  departments  of  high  schools.  In  Indus- 
trial and  Commercial  schools  of  the  United  States  and 
Germany,  p.  244-56. 

Roman.  Morals  and  habits.  In  Industrial  and  vocational 
education  in  the  United  States  and  Germany,  p.  380-82. 

Roman.  Some  comparisons  with  Germany.  In  Industrial 
and  commercial  education,  p.  256-263. 

Stevens.  General  recommendations  for  training.  How  to 
train  the  girl,  How  to  train  the  boy.  In  Boys  and  girls 
in  commercial  work.  p.  143-177.  Summary  of  training 
observations,  p.  178-81. 

Thompson,  F.  V.  Present  conditions  in  education ;  construc- 
tive proposals.  In  Commercial  education  in  Public  sec- 
ondary education,  p.  122.  75-94. 

United  States.  Commissioner  of  Education.  Report.  1915,  I : 
283-87.  Essentials  of  commercial  education.  F.  V.  Thomp- 
son. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin  22,  p.  loo-ii.  Minneapolis  survey  and  commer- 
cial education.  John  G.  Gray. 

United  States.  Bureau  of  Education.  Bulletin  1916  No.  21. 
p.  152.  Problems  of  commercial  education. 

I'nitcd  States.  Bureau  of  Education.  Bulletin  1916  No.  25 
p.  67-68.  Commercial  hiph  school.  William  Fairley. 

Journal  of  Political  economy.  21 : 221-42.  Mar.  '13.  Educa- 
tion for  business.  Boston  high  school  of  commerce. 


30  VOCATIONAL   EDUCATION    AND 

VIII 

AGRICULTURAL  EDUCATION 

1.  The  value  of  agricultural  education. 

There  is  virtue  yet  in  the  hoe  and  the  spade, 
for  learned  as  well  as  for  unlearned  hands. 
EMERSON.  THE  AMERICAN  SCHOLAR. 

A.  To  the  boy  and  girl  on  the  farm. 

1.  Monetary  gain  in  training. 

2.  Seeing  opportunity  in  the  land. 

3.  Broadening  the  horizon. 

4.  Prevention  of  drifting  city-ward. 

"As  the  twig  is  bent,  the  tree  is  inclined. " 

B.  To  "outdoor-loving"  children  not  on  farms, 
i.     A  chance  at  success. 

References 

Davenport.    Agriculture  in  the  high  school.      In  Education 

for  efficiency,  p.  124-135. 
National  Education  Association.  Proceedings.  1910.  p.  1094- 

98.    The  place  of  agriculture  in  the  public  schools.     G.  F. 

Warren. 

Reprinted.  In  Leak.  Means  and  Methods  of  agricultural 
education,  p.  119-21. 

"In  our   farm-management  investigations,   we  have   inci- 
dentally secured  some  very  emphatic  figures  on  the  value  of 
high  school  education  of  farmers." 
National  Education  Association.  Proceedings.  1915.  p.  193-99. 

Agricultural  education.  J :  H.  Waters. 

2.  History  of  development  of  agricultural  education. 

A.  Agricultural  education  of  youth  abroad. 

1.  England. 

2.  Germany. 

3.  Norway. 

4.  Sweden. 

5.  Switzerland. 


GUIDANCE  OF  YOUTH  31 

B.  Agricultural  training  in  the  United  States. 

1.  Introduction  of  vocational  agricultural  studies 

in  the  schools. 

2.  Consolidated  agricultural  schools. 

C.  Agricultural  extension  work  in  rural  schools. 

1.  Corn  and  potato  clubs. 

2.  Poultry  clubs. 

3.  Institutes. 

4.  Exhibits  or  school  fairs. 

References 

Eggleston.  Demonstration  work  through  the  rural  school. 
In  Work  of  the  Rural  School,  p.  104-23. 

Leake.  Rural  school  extension.  In  Means  and  methods  of 
agricultural  education,  p.  99-111. 

Leake.  The  consolidation  of  schools.  In  Means  and  meth- 
ods of  agricultural  education,  p.  84-98. 

Monroe.  Cyclopedia  of  education.  V.  I,  p.  64-68.  Agricul- 
tural education  in  the  lower  schools;  agricultural  high 
schools,  p.  64-66. 

National  Education  Association.  Proceedings.  1910.  p.  1098-99. 
In  what  schools  shall  secondary  agriculture  be  taught? 
G.  F.  Warren. 

National  Education  Association.  Proceedings.  1914.  p.  898-905. 
The  Federated  boys'  and  girls'  club  work.  O.  H.  Benson. 

National  Education  Association.  Proceedings.  1915.  p.  1144-53. 
School  credit  for  boys'  and  girls'  club  work  and  extension 
activities  in  agriculture  and  home  economics.  O.  H.  Ben- 
son. 

United    States.     Commissioner    of    Education.     1912.    v.    I, 

&   197-206.    Boys'    and    girls'    agricultural    clubs.    A.    C. 
onohan. 
United    States.     Commissioner    of    Education.    1912.    v.    i, 

p.  267-69.  Review  of  agricultural  education  in  high  schools. 

1911-12. 
United  States.    Commissioner  of  Education.  1914.  v.  i,  p.  123- 

25.    Agricultural  high  schools.    J.  L.  McBrien. 
United    States.     Commissioner    of    Education.    1914.    v.    i, 

p.  704-06.    Norway  system  of  agricultural  education. 
United  States.   Commissioner  of  education.   1915.  v.  i,  p.  295- 

302.    Agriculture    in    elementary    schools,    agriculture    in 

secondary  schools.    A.  C.  Monohan. 

United  States.  Bureau  of  Education.  1914  No.  8,  p.  11-17. 
Massachusetts  home  project  plan  of  vocational  agricul- 
tural education. 


32  VOCATIONAL   EDUCATION   AND 

IX 

HOUSEHOLD  ARTS 

Many  people  think  of  work  as  a  necessary  something, 
disagreeable  rather  than  agreeable,  but  on  the  contrary 
it  is  certainly  one  of  life's  most  permanent  and  substan- 
tial satisfactions  and  delights. 

I.  Historical  development  of  aims  and  training  in  House- 
hold arts. 

A.  America. 

1.  Three  American  leaders  in  domestic  economy. 
a  Mrs.  Emma  Hart  Willard. 

b  Miss  Catherine  Beecher. 

c  Mrs.  Harriet  Beecher  Stowe. 

2.  Ellen  H.  Richards. 

3.  Household  arts  in  the  public  schools. 

a  As  "manual  training''  in  liberal  education. 
b  As  vocational  subjects. 

B.  Abroad. 

i.     Comparison  of  aims  of  the  various  countries 
in  teaching  household  arts. 

References 

Hunt.   Lake  Placid  Conference.    Home  economics  movement. 
In  Life  of  Ellen  H.  Richards,  p.  259-99. 
The  entire  volume  is  interesting  reading. 

Monroe.  Cyclopedia  of  Education,  v.  3,  p.  318-331.  House- 
hold arts  in  education. 

National  Education  Association.  Proceedings.  1913.  p.  184-9. 
Home-school — an  experiment  in  household  education.  R.  J. 
Condon. 

United  States.     Commissioner  of  Education.  1914.  v.  i,  p.  321- 

25.     Education  for  the  home. 

Fundamental  principles;  the  elementary  school;   the  high 
school;  rural  schools. 


GUIDANCE  OF  YOUTH  33 

United  States.    Bureau  of  Education.  Bulletin,  1914.  No.  36. 
p.   10-12.     Early  domestic  economy  movement.     In  Edu- 
cation for  the  home.    B.  R.  Andrews. 
Short  acount  of  the  work  of  Mrs.  Willard,  Miss  Beecher, 

and  Harriet  Beecher  Stowe. 

Good  Housekeeping.  50:9-10.  Jan.  '10.    Home  science  in  New 

York.    M.  R.  Ormsbee. 
Good  Housekeeping.  50:225-31.  Feb.   '10.     Home  science  in 

California.     Margaret  Marshall  Doyle. 
Good  Housekeeping.  50:732-38.  June  '10.    Home  economics 

in  Massachusetts.    F.  Stern. 

2.  Value  of  training  in  household  arts. 

A.  For  improvement  of  home  life. 

Domestic  economy  as  a  wage-earning  vocation 
cannot  be  taught  too  thoroughly,  but  what  every 
girl  is  entitled  to  have  from  the  public  school  dur- 
ing her  school  years  is  a  "short  course'*  in  the 
simple  elements  of  domestic  economy,  with  oppor- 
tunity for  practice.  It  is  nothing  so  very  elaborate 
that  girls  need,  but  that  little  they  need  so  badly. 
Such  a  course  has  in  view  the  girl  as  a  home 
maker,  and  is  quite  apart  from  her  training  as  a 
wage-earner.  HENRY.  TRADE  UNION  WOMAN. 

B.  The  girl  in  industry. 

1.  Garment  trades. 

2.  Millinery. 

3.  Textile  mills. 

4.  Art  industries. 

C.  Length  of  service  of  girls  in  industry. 

D.  Proportion  of  women  who  marry. 

K.  Training  the  consumer. 

She  looketh  well  into  the  ways  of  her  house- 
hold.   PROVERBS  31 : 27. 

I.     Women  buy  most  of  life's  necessities. 


34  VOCATIONAL  EDUCATION  AND 

2.  Training  in  standards  of  beauty,  honesty, 
fairness  in  price,  production  of  article  with- 
out injury  to  health  and  morals  of  the  pro- 
ducer. 

References 

Lapp  and  Mote.  Training  for  the  home.  In  Learning  to 
earn.  p.  143-63. 

National  Education  Association.  Proceedings.  1910 : 642-45. 
Vocational  value  of  the  household  arts.  Helen  Kinne. 

National  Education  Association.  Proceedings.  1914.  p.  618-24. 
The  renovation  of  the  home  thru  home  economics.  A.  P. 
Norton. 

United  States.  Bureau  of  Education.  Bulletin.  1915.  No.  I. 
p.  7-10.  Home  making  a  universal  trade.  The  standard 
of  comfort  in  the  home;  why  the  vocational  school  must 
teach  cooking.  I.  P.  O'Leary. 

Outlook.  101 : 536-40.  Jl.  6,  '12.  How  shall  we  learn  to  keep 
house?  M.  B.  Bruere. 

Survey.  30: 188-92,  May  3,  '13.  Housekeeping  centers  in  set- 
tlements and  public  schools.  M.  H.  Kitteredge. 


GUIDANCE  OF  YOUTH  35 

X 

HISTORICAL  DEVELOPMENT  OF  VOCATIONAL  GUIDANCE. 

The  overcrowding  of  the  traditional  occupations  such 
as  law,  medicine,  and  clerical  pursuits,  shows  what  little 
effort  society  makes  to  direct  talent  into  its  possibly  most 
appropriate  opportunities.  Communities  obviously  should 
organise  such  incentives  and  Guidance  as  will  awaken 
interest  in  other  occupations  just  as  commendable  and 
perhaps  more  promising  than  those  into  which  the  ma- 
jority of  our  young  people  drift.— COMMITTEE  ON  VOCA- 
TIONAL EDUCATION  OF  THE  N.  E.  A. 

I.  Our  first  vocational  guidance  bureaus. 

A.  New  York. 

1.  The  'father"  of  vocational  guidance. 

2.  Establishment  of  aid  committees. 

3.  Purpose. 

4.  Growth. 

B.  Boston — Vocation  Bureau. 

1 .  Frank  Parsons. 

2.  Purpose  of  the  Bureau. 

\  general  aims. 
What  it  does  now. 

References 

King.  Boston  vocation  bureau.  In  Education  for  social  ef- 
ficiency, p.  222-31. 

King.  Vocational  direction  in  New  York.  In  Education  for 
social  efficiency,  p.  220-22. 

Mangold,  George  B.    Vocational  guidance.    In  Problems  of 
i  -hi  Id  welfare,  p.  246-47. 
Boston  Vocation  Bureau. 

Monroe.  Cyclopedia  of  Education.  3.  p.  741.  Boston  Voca- 
tional Bureau. 

Parsons.  The  Vocation  Bureau  (of  Boston).  In  Choosing 
a  vocation,  p.  91-92. 

Taylor.  Vocational  guidance  in  New  York  City.  Vocational 
guidance  in  Boston.  In  Handbook  of  vocational  educa- 
tion, p.  121-27;  p.  127-31. 


36  VOCATIONAL  EDUCATION  AND 

United  States.     Bureau  of  Education.  1915.  No.  21.  p.  70-71. 

Definition  of  vocational  guidance. 
Vocation   Bureau   of   Boston.     Vocational   guidance   and   the 

work  of  the  Vocational  Bureau  of  Boston. 

Outlook.  98:989-97.  Aug.  26,  'ii.  Business  men  in  the  mak- 
ing. F.  M.  White. 

Tells  of  Eli  W.  Weaver  and  his  work  of  vocational  guid- 
ance in  Boston.     Frank  V.  Thompson. 

School  Review.  23:105-12.  Feb.  '15.  Vocational  guidance  in 
Boston.  Frank  V.  Thompson. 

2.  Vocational  guidance  abroad. 

A.  British  Isles. 

1.  Birmingham  (Juvenile  Labor  Exchange). 
Nowhere  in  England  will  be  found  a  more  in- 
telligently executed  plan  of  helping  children  start 
in  life  than  in  the  city  of  Birmingham.     BLOOM- 
FIELD. 

2.  London  (Advisory  Boards). 

3.  Edinburgh. 

B.  Germany.  (Placement  and  follow-up  work.) 

References 

Bloomfield.  Vocational  guidance  and  employment  in  Bir- 
mingham. In  Readings  in  vocational  guidance,  p.  679-703. 
U.  S.  Bureau  of  education  bulletin.  1914.  No.  4.  The 

school  and  the  start  in  life.     Meyer  Bloomfield. 

Bloomfield.  Vocational  guidance  in  Germany.  In  Youth, 
schools  and  vocation,  p.  95-108. 

Bloomfield.  Vocational  guidance  in  England  and  Scotland. 
In  Youth,  schools  and  vocation,  p.  109-146. 

United  States.  Bureau  of  Education.  Bulletin.  1913.  No.  57. 
Juvenile  employment,  I.  L.  Kandel.  In  Elementary  educa- 
tion in  England,  p.  151-156. 

United  States.  Bureau  of  Education.  Bulletin.  1914.  No.  14. 
P-  3I-33-  Lessons  Europe  has  for  us.  Meyer  Bloomfield. 

Journal  of  Political  Economy.  21 : 243-54.  Mar.  '13.  Indus- 
trial training  and  placing  of  juveniles  in  England.  H. 
Winefrid  Jevons. 


GUIDANCE  OF  YOUTH  37 

XI 

VOCATIONAL  GUIDANCE  IN  THE  PUBLIC  SCHOOL 

The  most  fruitful  field  of  vocational  guidance  like  that 
of  vocational  education  is  the  public  school. — COMMIT- 
TEE ON  VOCATIONAL  EDUCATION  OF  THE  N.  E.  A. 

i.  The  child  who  does  not  reach  high  school. 

A.  Necessity  of  assistance. 

i      Not  enough  good  jobs. 

2.  Work  of  i4-i6-year-okl  child  not  valuable. 

3.  Child  not  old  enough  to  choose  wisely. 

4.  Parents  not  able  to  help  and  watch  over  con- 

ditions. 

B.  Placement  work  and  employment  supervision. 

The  unjustifiable  lack  of  educational  supervi- 
sion during  the  first  years  of  factory  work  makes 
it  quite  impossible  for  the  modern  educators  to 
offer  any  real  assistance  to  young  people  during 
that  trying  transitional  period  between  school  and 
industry.  The  young  people  themselves  who  i.ul 
to  conform  can  do  little  but  rebel  against  the  en- 
tire situation.  JANE  ADDAMS.  SPIRIT  OF  YOUTH 

IN  THE  CITY  STREETS. 

1.  The  child's  characteristics  and  aptitudes. 

2.  Help  during  early  years  of  school. 

3.  Showing  children  opportunities  for  continu- 

ing education  after  leaving. 

4.  Giving  children  knowledge  of  principal  occu- 

pations of  the  community. 

5.  Establishment  of  juvenile  employment  bureau 

under  direct  control  of  school  and  working 
in  cooperation  with  industries. 


38  VOCATIONAL  EDUCATION   AND 

References 

Bloomfield.  The  school  and  the  start  in  life.  In  Youth, 
school  and  vocation,  p.  158-170. 

Eaton,  Jeannette  and  B.  M.  Stevens.  Vocational  guidance. 
In  Commercial  work  and  training  for  girls,  p.  138-156. 

Greany,  Ellen  M.     Study  of  the  vocational  guidance  of  gram- 
mar school  pupils.    In  Bloomfield.    Readings  in  vocational 
guidance,  p.  267-287. 
From  Educational  Administration  and  Supervision.  Mar. 

'I5: 

Miller,  W.  T.  From  the  viewpoint  of  its  application  to  boys 
in  elementary  schools.  In  Bloomfield.  Readings  in  voca- 
tional .guidance,  p.  121-24. 

National  Education  Association.  Proceedings.  1912.  p.  645-61. 
Practical  arts  and  vocational  guidance.     C.  A.  Prosser. 
Same  article  in  Manual  Training.  14:209-22.  Feb.  '13. 

National  Education  Association.  Proceedings,  1912.  p.  431-36. 
Vocational  guidance.  Meyer  Bloomfield. 

National  Education  Association.  Proceedings,  1914.  p.  704-07. 
Physical  condition  of  the  child  as  a  leading  factor  in  de- 
termining his  vocational  guidance.  M.  E.  Schallenberger. 

United  States.     Bureau  of  Education.  Bulletin,  1914.  No.  14. 

p.  59-64.     Guidance  by  the  development  of  placement  and 

follow  up  work.     S.  P.  Breckenridge. 
United  States.     Bureau  of  Education.  Bulletin.  1914,  No.  14. 

p.  64-66.    Development  of  placement  and  follow  up  work. 

Charles  Martin. 

American  Journal  of  Sociology.  19:358-69.  Nov.  '13.     Social 
waste  and  unguided  personal  ability.     E.  B.  Woods. 
Reprinted.    In  Bloomfield.    Readings  in  vocational  guid- 
ance, p.  19-31. 

Annals  American  Academy.  35 :  sup.  76-83.  Mar.  '10.  Voca- 
tional direction;  child  workers,  industrial  unrest,  choosing 
a  vocation.  E.  W.  Lord. 

Annals  American  Academy.  35  :sup.86-88.  Mar.  '10.  Voca- 
tional direction.  David  Snedden. 

School  Review.  23 : 687-96.  Dec.  '15.  School  phases  of  voca- 
tional guidance.  F.  M.  Leavitt. 

Scientific  American.  110:312+  April  n,  '14.  Vocational 
guidance  and  efficiency.  How  boys  and  girls  are  started 
aright  in  life.  B.  C.  Gruenberg. 

Scientific  American  Supplement.  79: 170-1.  Mar.  13,  '15.  Edu- 
cational scrap  heap  and  the  blind  alley  job,  L.  W.  Wooley. 
Same  article  condensed  in  Scientific  American  102 :  p.  247. 
Mar.  13,  '16. 


or  vnrTH  39 

Scientific  American  Supplement.  79:275.  May  I,  '15.  Why 
vocational  guidance?  B.  C.  Gruenberg. 

2.  Vocational  guidance  through  the  continuation  school  at 
Cincinnati. 

True  vocational  guidance  does  not  commit  a 
person  inalienably  to  a  single  vocational  possi- 
bility. II.  D.  KlTSON. 

A.  Compulsory  school  attendance. 

B.  Selection  by  child  of  the  studies. 

C.  Studies. 

References 

United  States.  Bureau  of  Education.  Bulletin,  1914.  No.  14. 
p.  67-72.  Continuation  schools  of  Cincinnati  as  a  means 
of  vocational  guidance.  E.  D.  ROBERTS. 

:  mce  through  prevocational  work  as  illustrated  by  the  Gar/  system 
might  be  used  instead  of  this  paper  and  omitted  from  program  XV. 


40  VOCATIONAL   EDUCATION   AND 

XII 

VOCATIONAL  GUIDANCE  IN  THE  PUBLIC  SCHOOL — 
(Continued) 

The  world's  work  may  be  done  far  more  efficiently, 
in  much  less  time  than  is  now  consumed,  and  with  much 
greater  personal  satisfaction,  by  the  distribution  of  hu- 
man capacity  which  will  enable  each  to  contribute  his 
reasonable  maximum  of  vocational  service.  The  school 
is  our  deliberately  organised  means  to  bring  about  this 
efficiency  in  human  endeavor. — F.  G.  BONSER. 

I.  Vocational  information  and  guidance. 

A.  For  children  with  2-4  years  of  high  school  educa- 

tion. 

B.  Interest  of  child  not  a  reliable  guide. 

C.  Need  of  information. 

D.  Purpose  of  guidance. 

E.  The  child  on  the  way  to  higher  education. 

References 

Bloomfield.     Education  and  vocational  guidance.    In  Youth, 

school  and  vocation,  p.  27-49. 
Davis.  B.  W.    An  inquiry  into  vocational  aims  of  high  school 

pupils.    In  Bloomfield.    Readings  in  vocational  guidance. 

p.  190-97. 

From  a  tentative  report  to  the  superintendent  of  schools, 
Someryille,  Mass,  and  to  the  vocation  bureau  of  Boston. 
Goodwin,  Frank  P.     Vocational  guidance  in  Cincinnati.    In 

Bloomfield.     Readings  in  vocational  guidance,  p.  129-140. 

Address  before  the  Ohio  State  Teachers'  Association  at 
Columbus,  Ohio.  Dec.  29,  '13. 
King.     Vocational   guidance   an    aid   to   social    efficiency.     In 

Education  for  social  efficiency,  p.  219-232. 
National    Education    Association.    Proceedings.    1912:417-25. 

School  system  and  choice  of  vocation.     G.  P.  Knox. 
National    Education    Association.    Proceedings.    1915 : 910-13. 

Placement  bureau.    L.  G.  Dake. 

United  States.     Bureau  of  Education.     Bulletin,  1914.  No.  4. 

School  and  employment,  p.  127-133. 
United  States.    Bureau  of  Education.  Bulletin,  1914.  No.  14. 

p.  48-52.     Guidance  by  means  of  a  system  of  differentiated 

courses.    A.  P.  Fletcher. 

Need  of  a  guidance;  kind  of  guidance  given  and  methods 
followed. 


GUIDANCE  OF  YOUTH  4* 

Manual   Training.    16:265-70.   Jan.   '15.     Suggestions   toward 
a  tenable  theory  of  vocational  guidance.     H.  D.  Kitson. 
Reprinted  in  Bloomfield.   Readings  in  vocational  guidance. 

P.    103-108.    Excerpts  in  U.  S.  Commissioner  of  Education. 

Report  1915,  v.  I,  p.  264-65. 

School  Review.  23:687-96.  Dec.  '15.     School  phases  of  voca- 
tional guidance.    F.  M.  Leavitt. 

2.  Courses  in  vocational  guidance. 

A.  Grand  Rapids  (Michigan). 

The  school  and  public  library  afford  the  labora- 
tory for  work  done  in  vocational  and  moral  guid- 
ance, whatever  plan  may  be  followed.  DAVIS. 

B.  DeKalb  (Illinois). 

C.  Middleton  (Connecticut). 

References 

Davis.    Vocational  and  moral  guidance. 

"This  manual  of  vocational  and  moral  guidance  i^  prepared 
in  response  to  a  demand  for  more  detailed  information  re- 
garding the  work  that  was  originated  by  the  writer  in  the 
Cent  School  of  Grand  Rapids,  Michigan." 

National  Education  Association.  Proceedings.  1912,  p.  7J3-8. 

Vocational  and  moral  guidance  thru  English  composition 

in  tin-  liu'li  <rhool.    J.  B.  Davis. 

Outline  of  course  at  Grand  Rapids,  and  testimony  of  stu- 
dents and  teachers  concerning  it. 
National  Education  Association.  Proceedings.  1912.  p.  1267-73. 

Use  of  the  library  in  vocational  guidance.     T.  B.  Davis. 

"In  the  new  era  of  public  education  just  beginning,  we 
shall  expect  the  library  to  take  its  proper  place,  and  to  assume 
full  responsibility  in  helping  the  American  youth  to  find  a 
life  of  true  happiness  and  real  success." 
School  Review.  23:  175-80.  Mar.  '15.    Vocational  information 

for  pupils  in  a  small  city  hiiji  school.     W.  A.  Wheatley. 

Describe  the  course  given  at  Middleton,  Connecticut 
United  States.     Bureau  of  Education.  Bulletin.  1914,  No.  14. 

P    52-59.     Guidance   by  systematic  courses  of  instruction 

in    vocational  opportunities   and   personal   characteristics. 

F.  M.  Giles. 

Description  of  vocational  guidance  in  the  De  Kalb  town- 
ship high  school. 


42  VOCATIONAL   EDUCATION   AND 

XIII 

VOCATIONAL  GUIDANCE 

\ 

I.  The  vocational  counselor. 

Where  no  counsel  is,  the  people  fall ;  but  in  the 
multitude  of  counsellors  there  is  safety.  PROV- 
ERBS ii  114. 

A.  What  he  does. 

B.  Qualifications. 

For  this  significant  work  let  us  have  men  and 
women  of  the  best  possible  professional  training, 
that  their  efficiency  may  be  in  proportion  to  their 
responsibilities.  F.  G.  BONSER. 

1.  Information. 

2.  Personal  qualifications. 

C.  His  advisors. 

References 

Bonser,  F.  G.  Necessity  for  professional  training  for  voca- 
tional counseling.  In  Bloomfield.  Readings  in  vocational 
guidance,  p.  109-16. 

Address  delivered  before  the  Third  national  conference  on 
vocational  guidance.    Also  reprinted  in  U.  S.  Bureau  of  Edu- 
cation. Bulletin.  1914.  p.  37-42. 
Davis.     Vocational    counseling.     In    Vocational    and    moral 

guidance,  p.  137-49. 
^  Parsons,    Frank.    Counselors    and    applicants.    In    Choosing 

a  vocation,  p.  14-25. 
Parsons,     Frank.     Principles     and     methods     involved.     In 

Choosing  a  vocation,  p.  5-13. 
Puffer.    Equipment  of  a  counselor.    In  Vocational  guidance. 

p.  57-65. 

Annals  American  Academy.  35 :  sup.83-85.  Mar.  '10.  Voca- 
tional direction,  or  the  boy  and  his  job;  vocational  coun- 
selor. 

School  and  Society.  4 : 433-9.  Sept.  16,  '16.  Training  for  vo- 
cation. E.  A.  Bess. 

"The  beautiful  conclusion  of  the  whole  matter  as  based  on 
the  conception  of  the  science  of  training  men,  rather  than  on 
isolated  interviews,  is  that  the  counselor  could  remain  on  the 
job,  and  keep  up  a  program  of  vocational  training  after  the 
individual  has  selected  his  vocation." 


GUIDANCE  OF  YOUTH  43 

Survey.  30:  183-88.  May,  '13.    Vocational  counselor  in  action. 
M.  Bloomfield  and  L.  F.  Wenthworth. 

2.  Value  of  vocational  guidance  to  the  school. 

A.  Basis  for  practical  test  of  teaching. 

B.  Basis  for  criticism  by  community. 

References 

United  States.    Bureau  of  Education.  Bulletin.  1914,  No.  14. 

Guidance  by  the  development  of  placement  and  follow  up 

work :  from  the  point  of  view  of  learning,  p.  63-64. 
United  States.    Bureau  of  Education.  Bulletin.  1914,  No.  14. 

p.   16-26.    The  larger  educational  bearings  of  vocational 

guidance.    G.  H.  Mead. 

Address  delivered  at  the  Third  National  Conference  on 
Vocational  Guidance.  Reprinted  in  Bloomfield.  Readings  in 
vocational  guidance,  p.  43-55. 


44  VOCATIONAL  EDUCATION   AND 

XIV 
SURVEYS  FOR  VOCATIONAL  EDUCATION  AND  GUIDANCE. 

1.  What  the  survey  is. 

A.  Kinds  of  survey. 

1.  School  surveys. 

2.  Surveys  of  groups  of  young  workers. 

3.  Surveys  of  particular  industries. 

4.  Vocational  education  surveys  of  cities. 

B.  The  facts  wanted  in  surveys. 

Material  on  this  subject  may  be  found  in  the 
references  at  the  end  of  this  program. 

References 

Shaw.     Industrial  information.    In  The  building  trades,  p.  79. 
Smith.     Two  aspects  of  the  survey.    In  Establishing  indus- 
trial schools,  p.  43. 

Manual  Training  and  Vocational  Education.  17:372-76.  Jan. 
'16.     Bibliography  of  surveys  bearing  on  vocational  edu- 
cation. 
The  four  types  of  surveys  are  briefly  described  on  p.  372- 

74.     The  bibliography  which  includes  articles  printed  up   to 

Oct.  1915  is  excellent. 

2.  How  surveys  are  made. 

A.  Cooperation  of  many  agencies  with  the  expert, 
i.     Part  various  agencies  can  take. 

B.  Value  of  publicity. 

C.  Use  of  information  already  gathered. 

References 

Cincinnati.  Chamber  of  Commerce.  The  vocational  survey ; 
scope  and  method.  In  Industrial  survey,  vocational  sec- 
tion of  the  printing  trade,  p.  13-14. 

Hedges.  Method  of  the  inquiry;  statistical  procedure;  need 
of  data.  In  Wage  worth  of  school  training,  p.  25-41. 

Smith.  Making  the  survey.  The  educational  survey.  In  Es- 
tablishing industrial  schools,  p.  65-78. 


GUIDANCE  OF  YOUTH  45 

Smith.  The  survey  material.  Various  agencies  co-operating 
to  make  the  survey  a  success  and  the  part  of  each.  In 
Establishing  industrial  schools,  p.  46-48.  (Survey  of  city). 
Brief  outline  of  the  industrial  survey  conducted  by  Mr. 
Prosser  and  his  assistants  in  Minneapolis. 

United  States.    Commission  of  Education.    Report  1915.   i : 
433-92.    School  surveys.    E.  F.  Bucher. 
Brief  accounts  of  surveys  and  a  summary  giving  the  cost 

of  surveys,  by  whom  carried  on  and  size  of  published  reports. 

National  Society  for  the  Promotion  of  Industrial  Education. 
Bulletin.  22,  p.  85-95.    Organization  and  methods  of  the 
survey.    C.  A.  Prosser.    In  Proceedings.  1916. 
University   of   Iowa.    Extension    bulletin    No.  9.     Scope  of      / 
the  investigation.    In  Work,  wages  and  schooling  of  800 
Iowa  boys. 

United  States.    Bureau  of  Education.  Bulletin.  1914.  No.  14. 
p.  44-45.    The  present  trend  of  vocational  guidance  in  the 
United  States;  the  industrial  survey.    H.  T.  Wooley. 
United  States.    Bureau  of  Education.  Bulletin.  1914.  No.  14. 
P-  73-79-    How  shall  we  study  the  industries  for  purposes 
of  vocational  education?    C.  R.  Richards. 
From  National  society  for  promotion  of  industrial  educa- 
tion. Bulletin  17.    Proceedings  1913. 

United  States.    Bureau  of  Education.  Bulletin.  1014.  No.  i  j. 
p.  79-8i.    How  shall  we  study  the  industries  lor  the  pur- 
pose of  vocational  guidance.    F.  M.  Leavitt. 
Reprinted  from  National  society  for  the  promotion  of  in- 
dustrial education.  Bulletin  No.  17.   Proceedings  1913. 


46  VOCATIONAL  EDUCATION   AND 

XV 

INTRODUCTION  OF  VOCATIONAL  EDUCATION  IN  THE  GRADES. 
i.  The  time  to  begin  vocational  education. 

A.  Possibility  of  vocational  education  in  the  elemen- 

tary grades. 

1.  Age  distribution  of  children  in  the  elementary 

grades. 

2.  Holding  the  child's  interest. 

Whatever  we  have  an  interest  in,  we  enjoy  do- 
ing, and  that  is  the  reason  why  well-adapted  work, 
in  the  long  run,  is  the  most  certain,  if  not  the 
greatest  of  human  delights.  GEORGE  VAN  NESS 
DEARBORN. 

B.  The  question  of  vocational  education  in  the  gram- 

mar school. 

i.     Purpose  of  beginning  in  the  6th-8th  grade. 

Education  must  be  planned  so  seriously  and 
definitely  for  those  two  years  between  fourteen 
and  sixteen  that  it  will  be  actual  trade  training  so 
far  as  it  goes,  with  attention  given  to  the  condi- 
tion under  which  money  will  be  actually  paid  for 
industrial  skill ;  but  at  the  same  time,  that  the  im- 
plications, the  connections,  the  relations  to  the  in- 
dustrial world  will  be  made  clear.  JANE  ADDAMS. 

a  Arousing  interest  in  school  work. 

b  Helping  the  child  who  may  have  to  work 
early. 

C.  Prevocational  education. 

Most  of  that  whicb  has  been  written  about  "joy 
in  work"  has  referred  to  some  kind  of  laborious 
manual  work.  It  should  be  remembered  that,  for 
many  individuals,  intellectual  work  is  laborious 
and  that  it  is  quite  necessary  to  find  some  way  of 
making  it  joyous.  The  new  educational  program 
provides  for  the  bringing  together  in  actual  real- 
ization the  necessity  for  hard  work  and  the  joy  in 
its  accomplishment.  LEAVITT  AND  BROWN. 


GUIDANCE  OF  YOUTH  47 

References 

Ayrcs.  Some  conditions  affecting  problems  of  industrial  edu- 
cation in  seventy-eight  American  school  systems;  thirteen- 
year  old  boys  in  every  grade  from  kindergarten  through 
high  school.  In  Bloomficld.  Readings  in  vocational  guid- 
ance, p.  151-53. 

Davenport.  Agriculture  in  the  elementary  school.  In  Edu- 
cation for  efficiency,  p.  136-43. 

King.  Beginnings  in  the  elementary  grades.  In  Education 
for  social  efficiency,  p.  205-209. 

Lapp  and  Mote.  Prevocational  training.  In  Learning  to 
earn.  p.  182-96. 

Leavitt  and  Brown.     Personal  characteristics  of  preyocational 
boys.    In   Prevocational   education   in   the   public   school. 
X-69. 

Leavitt  and  Brown.  Nature  and  purpose  of  preyocational 
education.  In  Prevocational  education  in  the  public  schools, 
p.  1-12. 

National  Education  Association.  Proceedings.  1910.  p.  782-3. 
Intermediate  industrial  schools.  David  Snedden. 

National  Education  Association.  Proceedings.  1912.  p.  907-12. 
Relation  of  the  elementary  school  to  subsequent  education. 
W.  T.  Bowdcn 

National  Education  Association.  Proceedings.  1912.  p.  042-51. 
Is  the  introduction  of  technical  subjects  advisable?  W.  H. 
Henderson. 

Shaw.    Training  before  the  boy  leaves  school,  p.  67-69.  Junior 
high  school,  p.  70-71.    In  The  building  trades. 
"Few  of  the  boys  who  will  engage  in  the  building  trades 
go  beyond  the  eighth  grade  and  less  than  60  per  cent  complete 
the  elementary  course.    .  .  .    Putting  the  best  possible  light 
on  the  situation,  it  seems  to  be  clear  that  whatever  is  done 
in  the  way  of  training  boys  for  the  building  trades  must  be 
started  in  the  seventh  grade." 

Smith.    The  prevocational  school.    In  Establishing  industrial 
ools.  p.  97-98. 

Snedden.  Problems  of  intermediate  or  introductory  voca- 
tional education.  In  Problems  of  vocational  education. 
P-  47-50. 

Consumers'  League  of  Connecticut.    Vocational  training  for 

boys  in  the  upper  grammar  grades.    F.  M.  Leavitt.  (pam. 

No.  2.) 
National  Society  for  the  Promotion  of  Vocational  Education. 

Bulletin  No.  20.  p.  87-89.    As  to  prevocational  training  (in 

Richmond,  Va.).    R.  W.  Sclvidge. 


48  VOCATIONAL  EDUCATION   AND 

United  States.     Bureau  of  Education.  Bulletin.  1913.  No.  41. 

p.  76.     Should  commercial  work  be  given  in  the  seventh 

and  eighth  grades  of  the  grammar  school? 
United  States.     Bureau  of  Education.     Bulletin.  1916.  No.  21. 

p.  69-70.    Prevocational  education. 
United  States.     Bureau  of  Education.    Bulletin.  1916.  No.  25. 

p.  46-47.     Elementary  school  commercial  education.     F.  G. 

Nichols. 
United  States.     Bureau  of  Labor.   (Miscellaneous  series  No. 

7.)     Plan  for  prevocational  industrial  school;  object  and 

purposes;  entrance  requirements;  relation  to  high  school. 

In  Richmond  survey,  p.  284-85. 

Annals  of  the  American  Academy.  57:64-76.  Sept.  '16.  Edu- 
cation for  life  work  in  non-professional  occupations.  F.  G. 
Bonser. 

Some  controlling  factors.  65-67.  Implications  for  voca- 
tional education.  67-68.  Junior  high  school  and  vocational 
education,  p.  71-72. 

2.  How  two  schools  have  met  the  problem. 

A.  Ettinger  plan. 

B.  The  Gary  plan. 

References 

Dewey,  John  and  Evelyn.  Education  through  industry  (at 
Gary)  In  School  of  tomorrow,  p.  252-68. 

Leayitt.  Gary,  Indiana.  In  Examples  of  industrial  educa- 
tion, p.  91-94. 

National  Society  for  the  promotion  of  industrial  education. 
News  letter  No.  9.  The  Ettinger  plan.  p.  24-25.  The 
Gary  plan.  p.  23-24. 

New  York  City.    Department  of  Education.     Report  on  the 
organization   and  extension  of  prevocational   training   in 
elementary  schools.    W.  L.  Ettinger. 
This  report  is  printed  by  the  boys  of  one  vocational  school. 

Hampton's  Magazine.  27:55-66.  July  'n.  Keeping  the  chil- 
dren in  school :  the  successful  Gary,  Indiana,  experiment 
of  giving  school  children  the  kind  of  training  they  want. 
R.  C.  Dorr. 

Independent.  84.  p.  452.  Dec.  '15.    The  Gary  school  plan,  both 
sides,  a  debate.     E.  M.  Phelps. 
At  the  end  of  the  outlines  is  a  list  of  the  best  references 

on  the  Gary  system  up  to  December  1915. 

Journal  of  Education.  82 :  123.  Aug.  19,  '16.  The  Ettinger  plan. 
W.  E.  Grady. 


GUIDANCE  OF  YOUTH  49 

Literary  Digest.  48:  613.  Mar.  21,  '14.    Efficient  industrial  edu- 
cation (at  Gary,  Ind.) 
Condensed  from  article  reprinted  in  American  Industries. 

14:27-29.  Feb.  '14,  from  the  Hardware  Age. 

McClure.  41:61-9.  Sept.  '13.    Children  of  the  steel  kings  at 
Gary.    B.  J.  Hendrick. 

Nation.  102:698-99.  June  29,  '16,    Gary  system:  a  summary 
and  a  criticism.    H.  W.  Fuller. 

New  Republic.  3:  191-2.  June  26,  '15.    Issue  in  vocational  edu- 
cation. 


50  VOCATIONAL   EDUCATION   AND 

XVI 

VOCATIONAL  EDUCATIONAL  AND  THE  HIGH-SCHOOL. 

I.  Vocational  education  in  the  high  school. 

A.  Separate  courses  in  the  same  building. 

I  would  have  it  so  that  in  a  company  of  Amer- 
ican citizens  one  cannot  tell  by  the  dress,  the  man- 
ners, or  the  speech  what  is  the  occupation  of  the 
individual.  To  this  end  let  there  be  few  schools 
with  many  courses,  not  many  schools  with  few 
courses.  DAVENPORT.  EDUCATION  FOR  EFFI- 
CIENCY. 

B.  Special  high  schools  of  trades  and  vocations. 

The  vocational  school  has  not  fulfilled  its  com- 
plete function  until  it  helps  the  boys  and  girls  as 
completely  as  may  be  to  adjust  their  lives  to  their 
environment.  F.  W.  ROMAN. 

References 

Davenport.     Industrial    education   with   special    reference   to 
the  high  school.    In  Education  for  efficiency,  p.  45-59. 
Dean  Davenport's  arguments  for  separate  courses  in  the 

existing  high  schools  and  against  special  agricultural  schools 

is  given  also  in  Leake.    Means  and  methods  of  Agricultural 

education,  p.  122-23. 

Leake.  Secondary  education  in  agriculture.  In  Means  and 
methods  of  agricultural  education,  p.  121-27. 

National  Education  Association.  Proceedings.  1910.  p.  1103-07. 
Place  of  the  Agricultural  high  school  in  the  system  of 
public  education. 

National  Education  Association.  Proceedings.  1913.  p.  707-10. 
What  the  schools  can  do  to  meet  the  demand  of  both  indus- 
try and  general  science.  E.  O.  Holland. 

National  Education  Association.  Proceedings.  1913.  p.  721-5. 
Trade  schools  in  the  public  school  system.  F.  L.  Glynn. 

National  Education  Association.  Proceedings.  1914.  p.  577-82. 
Should  manual  training  and  technical  high  schools  abandon 
their  general  and  college  preparatory  aims  and  become  sec- 
ondary schools  of  applied  science?  A.  L.  Williston. 


GUIDANCE  OF  YOUTH  5* 

National  Education  Association.  Proceedings.  1914.  p.  764-71. 

Applied   science — its   relationship  to   shop   work   and   the 

rest   of   the   curriculum   in   an   up-to-date   technical    high 

school.    A.  H.  Morrison. 

To  give  some  idea  of  how  subjects  may  be  taught  for  vo- 
cational purposes. 
Snedden.    Problems  of  agricultural  education.    In  Problem 

of  Vocational  education,  p.  54-56. 

National  Society  for  the  promotion  of  vocational  education. 
Bulletin  22.  p.  366-373.  How  the  high  school  can  best  serve 
industrial  education.  A.  S.  Hurrell. 

Manual  Training.  16:595-8.  June,  '15.  Necessity  for  high 
school  commercial  courses.  J.  W.  Curtis. 

Manual  Training  Magazine.  14:105-14.  Dec.  '12.  The  future 
of  manual  training  high  schools  in  vocational  education. 
C.  B.  Howe. 

School  Review.  19 : 85-95.  Relation  of  the  movement  for  vo- 
cational and  industrial  training  to  the  secondary  school. 

2.  Public  vocational  schools  under  separate  control. 

A.  Reasons  for  desiring  separate  control. 

B.  Reasons  for  having  single  control. 

To  segregate  any  class  of  people  from  the  com- 
mon mass,  and  to  educate  it  by  itself  and  solely 
u  ith  reference  to  its  own  affairs  is  to  make  it  nar- 
rower and  more  bigoted,  generation  by  generation. 
DAVENPORT. 
i  Dependence  upon  cultural  work  of  lower 

grades. 
2.     Dependence  upon  the  mechanical  training  of 

the  lower  grades. 

C.  When  separate  control  has  been  found  desirable. 

References 

Davenport.  Unity  in  education.  In  Education  for  efficiency, 
p.  100-20. 

National  Education  Association.  Proceedings.  1915.  p.  1173- 
77.  Vocational  education— its  dependence  upon  elementary 
cultural  training.  F.  W.  Roman. 

Snedden.  Problems  of  administration.  In  Problem  of  voca- 
tional education,  p.  57-59. 


52  VOCATIONAL  EDUCATION  AND 

New  Republic.  2:283-4.  Ap.  17,  '15.     Splitting  up  the  school 

system.    John  Dewey. 
New   Republic.   3 : 40-2.   My.    15,   '15.    Vocational    education. 

David  Snedden. 
Survey.   29:870-71.    Mar.    22,   '13.     Industrial    education   and 

democracy. 
Survey.  30 : 405-7.  Je.  21,   '13.     How  industrial  education   is 

controlled  in  Germany.    E.  G.  Payne. 
Survey.  30:407.  June  21,  '13.     Revolution  in  school  control. 

E.  H.  Fish. 
Survey.   30:722-3.    Sept.    13,    '13.    Vocational   schools.     Paul 

Kreuzpointner. 


GUIDANCE  OF  YOUTH  53 

XVII 

LOCAL  PROGRAM. 

What  our  state  does  for  vocational  education. 

A.  Brief  review  of  legislation. 

B.  Forms  of  helps  obtained  through  state  officers. 

C.  Comparison  with  neighboring  states. 

D.  Comparison  with  states  of  same  wealth. 

E.  Comparison  with  state  with  same  general  interest. 

References 

Dean.    New  York  State  plan.    In  The  worker  and  the  state. 
p.  325-0. 
Reprinted  in  King,  Education  for  social  efficiency,  p.  210. 

National  Education  Association.  Proceedings.  1915.  p.  292-6. 
State  program  for  industrial  and  social  efficiency.  A.  D. 
Dean. 

United  States.  Commissioner  of  Education.  Report.  1914. 
r,  i.  P-  255-57.  Massachusetts. 

United  States.  Commissioner  of  Education.  Report  1914. 
v.  i,  p.  265-66.  Indiana. 

United    States.    Commissioner   of    Education.    Report    1914. 

v.  I,  p.  267.    California. 
United   States.    Commissioner  of   Education.     Report.    1915. 

v.  i,  p.  227-29.    Massachusetts. 

<-d   States.    Commissioner  of   Education.    Report.    1915. 
v.  i,  p.  231-33.    Pennsylvania. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  i,  p.  233-35.  Wisconsin. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  i,  p.  235-37.  New  Jersey. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  I,  p.  237-38.  Indiana. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  i,  p.  238-39.  California. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  i,  p.  242-44.  Maine. 

United  States.  Commissioner  of  Education.  Report.  1915. 
v.  i,  p.  240-41.  Connecticut. 


54  VOCATIONAL  EDUCATION  AND 

United    States.     Commissioner   of    Education.     Report.    1915. 

v.  i,  p.  244-45.     Washington. 
United    States.     Commissioner    of    Education.    Report    1914. 

v.  i,  p.  260-64.     Pennsylvania. 

New  Mexico.  Director  of  industrial  education.  Annual  re- 
port to  the  superintendent  of  public  instruction.  1915. 

Elementary  School  Journal.  15 : 476-90.  May,  '15.  Wisconsin 
continuation  schools.  H.  E.  Miles. 

Manual  Training  and  Vocational  Education.  17:  37-78.  Penn- 
sylvania continuation  schools.  W.  E.  Hackett. 

2.  What   is   being   done    for   vocational    education    in    my 
locality. 

A.  The  peculiar  conditions  of  the  community.1 

1.  Southern  states  with  problems  of  the  negro 

but  not  of  the  immigrant. 

2.  Communities  with  large  unassimilated  foreign 

population. 

3.  Manufacturing  centers. 

4.  Rural  communities. 

B.  Facts  from  the  assessor's  book  or  school  records. 

1.  Number  of  children  under  sixteen  in  school. 

2.  Number  of  days  a  year  that  the  children  under 

sixteen  who  are  "in  school"  average  in 
school. 

3.  Number  of  children   under   sixteen   and   of 

school  age  who  are  not  in  school. 

4.  Are  the  children  from  six  to  the  minimum  re- 

quired school  age  in  school,  or  being  taught 
at  home?  (Sometimes  the  late  entrance  of 
untaught  children  at  school  is  the  cause  of 
grade  retardation  and  resulting  "elimina- 
tion.") 

5.  What  the  children  who  are  not  in  school  do. 
a  The  "future"  in  their  employments. 

b  Do  they  work  in  clean  places? 
c  Is  the  work  such  that  shortens  the  lives  of 
the  employees? 

The  heads  under  which  the  locality  comes  will  determine  section  C  of 
the  local  program.     All  communities  have  need  for  some  household  arts. 


OF  MM  in  55 

C.  As  intelligent  and  enlightened  members  of  the 
community,  what  practical  things  can  we  do  to 
further  vocational  education  and  guidance? 
What,  then,  are  we  going  to  do  about  it?  How 
;>1\  arc  we  concerned  that  this  labor  shall  not 
result  to  the  detriment  of  the  child,  and  what  ex- 
cuse are  we  making  to  ourselves  for  thus  prema- 
turely using  up  the  strength  which  really  belongs 
to  the  next  generation?    Of  course,  it  is  always 
difficult  to  see  the  wrong  in  a  familiar  thing;  it  is 
almost  a  test  of  moral  insight  to  be  able  to  see 
that  an  affair  of  familiar   intercourse   and   daily 
living    may    also    be    wrong.      JANE    ADDAMS. 
ER  IDEALS  OF  PEACE. 

References 

Addams.     Protection  of  children  for  industrial  In 

Newer  ideals  of  peace,  p.  151-79. 

Ayres,  L.  P.  Some  conditions  affecting  problems  of  indus- 
trial education  in  seventy-eight  American  school  systems. 

In  Bloomficld.   Readings  in  vocational  guidance,  p.  150-171. 

From  Russell  Sage  Foundation  publications. 

"The  study  included  all  of  the  cities  between  25,000  and 
200,000  population  which  were  not  so  suburban  in  character 
as  to  be  in  reality  subsidiaries  of  larger  cities  and  in  which 
the  larger  cities  were  able  to  coop* 
National  Education  Association.   Proc.  IOIO,  p.  277-80. 

Industrial  work  in  the  one  room  school ;  its  kind  and  scope. 

C.  E.  Byrd. 

National  Education  Association.   Proceedings.  1915.  p.  742-47- 
High  school  efficiency  and  what  it  means  to  the  commun- 
William  H.  Snyder. 

United  States.    Commissioner  of  Education.  1911.  v.  i,  p.  286- 

291.    Education  of  the  colored  race. 

In  telling  of  various  activities  many  points  f«»r  local  con- 
sideration are  given  and  sources  for  further  information. 
United  States.   Commissioner  of  Education.  1912.  v.  i,  p.  243- 

256.    Recent  movements  in  negro  education.    T.  J.  Jones. 

Indiana.  Department  of  Public  Instruction.  Education  Pub- 
lications. Bulletin  No.  20.  (Vocational  series  No.  13.) 
Domestic  science:  State  course  of  study  for  the  public 
schools  of  Indiana.  Introduction,  p.  7-16. 

Indiana.  Department  of  Public  Instruction.  Educational 
publications.  Bulletin  No.  19.  (Vocal  imi.il  scries  No.  12) 
Industrial  arts:  State  course  of  study  for  the  public 
schools  of  Indiana.  1915.  p.  5-18. 


56  VOCATIONAL  EDUCATION 

Indiana.     First  annual  report  on  vocational  education  in  Indi- 
ana, p.  77-230. 

Shows  what  has  been  accomplished  in  one  year. 
Lincoln.    (Nebr.)     Department   of    Public   Instruction.    Do- 
mestic science:  the  Crete  plan.  1911. 

Method  of  teaching  cooking  which  has  been  found  prac- 
tical in  towns  and  villages  up  to  3,000  population. 
National  Society  for  the  Promotion  of  Vocational  Education. 
Bulletin  No.  20.  p.  153-59.     How  shall  industrial  education 
be  organized  to  meet  varying  community  needs?    A.  L. 
Williston. 

Also  reprinted  as  a  "separate." 

United  States.    Bureau  of  Education.     Bulletin.  1913.  No.  25. 
Industrial  education  of  Columbus,  Georgia. 
Suggestive  for  Southern  cities  with  like  problems. 
United  States.    Bureau  of  Education.    Bulletin.  1916.  No.  21. 
P-  73-76.     Some  ways  in  which  vocational  education  may 
be  introduced. 

Independent.  74:1229.  June  5,  '13.     Henrico  plan:  industrial 

education  in  the  colored  schools. 

Survey.  28:787-8.  Sept.  28,  '12.     Results  of  industrial  train- 
ing of  the  negro. 

Excerpts  from  a  report  of  F.  P.  Chisholm. 
World's  Work.  28:452-60.  Aug.  '14.    Wholehearted  half  time 

school  and  the  Rev.  J.  A.  Baldwin  of  Charlotte,   N.  C., 

who  directs  it.    W.  A.  Dyer. 

A  private  school  whose  work  might  be  emulated  by  the 
public  school. 
World's   Work.  28:285-92.  July,   '14.     Training  new  leaders 

for  the  industrial  South.    W.  A.  Dyer. 

Shows  the  way  to  work  that  the  public  schools  might  do. 


BIBLIOGRAPHY 
SHORT  LIST  FOR  PURCHASE. 

BLOOMFIELD,  MEYER,  ed.  Readings  in  vocational  guid- 
ance (  .inn  \-  Co.,  Boston,  1915.  $2.25. 

"A  practical  encyclopedia  of  the  subject" — A.  L.  A.  Book- 
list. 

Some  of  this  material  is  used  for  references  in  vocational 
education,  as  well  as  being  a  source  for  vocational  guidance. 

BLOOMFIIID.  MEYER.  Youth,  school  and  vocation. 
Houghtori,  Mifflin  Co.,  Boston.  1915.  *$i.25. 

Mr.  Bloomfield  is  director  of  the  Vocation  Bureau  of  Bos- 
ton. 

DAVENPORT,  EUGENE.  Education  for  efficiency.  Heath, 
Boston,  1909.  *$i. 

DAVIS,  JESSE  BUTTERICK.  Vocational  and  moral  guid- 
ance. Ginn  &  Co.,  Boston,  1915.  $1.25. 

suggestions  are  as  practical  as  they  are  friendly,  and 
should  be  read  by  every  parent  as  well  as  teacher  of  boys  and 
girls." — Boston  Transcript. 

DEAN,  ARTHUR  DAVIS.  Worker  and  the  state :  a  study  of 
education  for  industrial  workers;  with  an  introd.  by 
Andrew  S.  Draper.  Century,  N.  Y.,  1910.  *$r.2O. 

DOOLEY,  WILLIAM  H.    Education   of  the   ne'er-do-well, 
verside    Educational     monographs.)      Houghton, 
Mifflin  Co.,  Boston,  1916.  6oc. 

EATON,  JEANNETTE,  AND  STEVENS,  BERTHA  M.  Commer- 
cial work  and  training  for  girls.  Macmillan,  1915. 
*$i.50. 

"This  book  has  been  compiled  from  carefully  collected 
facts.  Business-like  as  it  i*.  it  is  full  of  pure  human  nature, 
and  must  go  far  to  accomplish  its  aim." — Outlook. 

LAPP,  JOHN  A.,  and  CARL  H.  MOTE.  Learning  to  earn; 
a  plea  and  a  plan  for  vocational  education ;  with  an  in- 
troduction by  W.  C.  Redfield.  Bobbs-Merrill,  In- 
dianapolis, 1915.  *$i.so. 

O'LEARY,  IRIS  PROUTY.  Department  store  occupations. 
(Cleveland  education  survey.)  Survey  Committee  of 
the  Cleveland  Foundation.  1916.  25c. 


VOCATIONAL   EDUCATION   AND 

PARSONS,  FRANK.  Choosing  a  vocation.  Houghton,  Mif- 
flin  Co.,  Boston,  1909.  $i. 

Mr.  Parsons  was  the  first  director  of  the  Vocation  Bureau 
of  Boston  at  the  time  of  his  death  in  1909. 

ROBISON,  EMILY,  comp.  Handbook  on  Vocational  edu- 
cation. H.  W.  Wilson  Co.  In  preparation. 

This  is  a  collection  of  about  50  articles  representing  vari- 
ous phases  of  the  subject.  Some  of  them  are  reprints  of  ar- 
ticles used  as  references  for  the  study  outline. 

ROMAN,  FREDERICK  WILLIAM.  Industrial  and  commer- 
cial schools  of  the  United  States  and  Germany ;  a  com- 
parative study.  Putnam,  N.  Y.,  1915.  *$i.SO. 

SHAW,  FRANK  L.  The  building  trades.  (Cleveland  edu- 
cation survey.)  Survey  committee  of  the  Cleveland 
Foundation.  1916.  25c. 

SMITH,  HENRY  BRADLEY.  Establishing  industrial  schools. 
(Riverside  educational  monographs.)  Houghton  Mif- 
flin  Co.,  Boston,  1916.  *6oc. 

Mr.  Smith  is  director  of  Industrial  Education  in  the  New 
York  State  College  for  teachers,  Albany,  N.  Y. 

SNEDDEN,  DAVID  SAMUEL.  Problem  of  vocational  educa- 
tion. (Riverside  educational  monographs.)  Hough- 
ton  Mifflin  Co.,  Boston,  1910.  35c. 

This  is  reprinted  with  Weeks.  People's  School  and  Cub- 
berly's  Country  school  with  the  title  Vocational  education : 
its  theory,  administration  and  practice. 

STEVENS,  BERTHA  M.  Boys  and  girls  in  commercial  work. 
(Cleveland  educational  survey.)  Survey  committee 
of  the  Cleveland  Foundation.  Cleveland,  1916.  25c. 

TAYLOR,  JOSEPH  SCHIMMEL.  Handbook  of  vocational 
education.  Macmillan,  1914.  $i. 

UNITED  STATES.  Commissioner  of  Labor.  Report  1910. 
Industrial  education.  Gratis  from  the  Bureau  of  La- 
bor or  through  the  Superintendent  of  Documents. 

PAMPHLETS. 

BROOKLYN,  N.  Y.,  PUBLIC  LIBRARY.  Choosing  a  voca- 
tion ;  a  list  of  books  and  references  on  vocational 
choice,  guidance  and  training,  in  the  Brooklyn  public 
library.  1913. 

Contains  descriptive  notes  about  many  of  the  books. 


GUIDANCE  OF  YOUTH  59 

CHAMBER  OF  COMMERCE  OF  THE  UNITED  STATES.  Report 
by  Committee  on  Education  on  vocational  education. 
Riggs  Building,  Washington,  D.  C. 

COLUMBUS,  OHIO.  PUBLIC  SCHOOL  LIBRARY.  Choosing 
a  vocation :  some  books  and  references  in  the  Colum- 
bus Public  School  Library  that  will  help  boys  and 
girls  in  the  choice  of  a  vocation  and  books  for  the 
teacher,  paper.  Public  school  library.  1915. 

COMMISSION  ON  NATIONAL  AID  TO  VOCATIONAL  EDUCA- 
V.  I.  Report  of  the  Commission.  1914,  63d  Con- 
gress, 2d  session,  House  Document.  No.  1004. 

Secured    free   through    local  Congressmen   or   purchased 
from  U.  S.  Supt.  of  Documents,  Washington. 

CONSUMERS'  LEAGUE  OF  CONNECTICUT.  A  glance  at  some 
European  and  American  (vocational)  schools.  Con- 
sumers' League,  36  Pearl  St.,  Boston.  1911.  SQC. 

CONSUMERS'  LEAGUE  OF  CONNECTICUT.  Vocational  train- 
ing for  boys  in  the  upper  grammar  grades.  F.  M. 
Leavitt.  (Pamphlet  No.  2.)  Consumers'  League  of 
Connecticut,  36  Pearl  Street,  Hartford,  Connecticut. 
1910.  Gratis. 

HIATT,  JAMES  SMITH.  Introduction  to  vocational  guid- 
ance. (Study  No.  38.)  Public  Education  Associa- 
tion, 1015  \Vitherspoon  IJuildinjj.  Philadelphia,  1915. 
Free, 

INDIANA.  DEPARTMENT  OF  PUBLIC  INSTRUCTION.  Edu- 
cational publications.  Bulletin  No.  19.  (Vocational 
Series  No.  12.)  Industrial  arts:  State  course  of  study 
for  the  public  schools  of  Indiana.  Bulletin  No.  20. 
(Vocational  series  No.  13.)  Domestic  science.  State 
course  of  study  for  the  public  schools  of  Indiana. 
1  ir-t  annual  report  on  vocational  education.  1914. 

VA.  STATE  UNIVERSITY.  University  extension  Bulle- 
tin No.  <).  Work  wages  and  schooling  of  eight  hun- 
dred Iowa  boys.  Ervin  E.  Lewis. 

KANSAS  CITY,  Mo.,  PUBLIC  Li  UNARY.  Reading  list  on  vo- 
cational education.  (Special  Library  list  No.  IO.) 

An  excellent  bibliography  which  will  be  sent  to  those  who 
apply  for  it. 


60  VOCATIONAL  EDUCATION   AND 

KERSCHENSTEINER,  GEORG  MICHAEL  ANTON.    Three  lec- 
tures on  vocational  training.     Commercial  Club,  Chi- 
cago. 1911. 
LANE  TECHNICAL  EVENING  SCHOOL  YEAR  BOOK.     Lane 

Technical  High  School,  Chicago,  1917. 
LINCOLN  (NEBR.)  DEPARTMENT  OF  PUBLIC  INSTRUCTION. 

Domestic  Science:  its  Crete  plan.  1911. 
MILWAUKEE  PUBLIC  SCHOOLS.    School  of  trades  for  boys. 
Catalogue  1917.   Mr.  James  L.  Cox,  Principal,  331-49 
Virginia  St.,  Milwaukee,  Wis. 

MONTGOMERY,  LOUISE.  American  girl  in  the  stock  yard 
district.  University  of  Chicago  Press,  1913.  2$c. 

Extracts  of  this  are  reprinted  in  Bloomfield.  Readings  in 
vocational  guidance,  p.  454-484. 

NATIONAL  SOCIETY  FOR  THE  PROMOTION  OF  VOCATIONAL 
EDUCATION.  Bulletin  No.  20,  annual  meeting  1914. 
Bulletin  No.  21.  Minneapolis  Survey.  Bulletin  No. 
22.  Annual  Meeting,  1916. 

These  bulletins  may  be  secured  from  the  headquarters  in 
New  York  at  75c  or  at  the  rate  of  5oc  for  five  or  more.  Many 
articles  are  reprinted  by  the  society  and  charges  from  5c  to  isc 
are  made  for  these. 

ROCHESTER.  CHAMBER  OF  COMMERCE.  Survey  of  needs 
in  commercial  education.  (1915.)  Single  copies  free. 
Additional  copies  loc. 

TALBERT,  ERNEST  L.  Opportunities  in  school  and  indus- 
try for  children  of  the  stock  yards  district.  Chicago 
University  Press.  250. 

Reprinted  in  Bloomfield.    Readings  in  vocational  guidance. 
*          P.  39-453- 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1913. 
No.  22.  Bibliography  of  industrial,  vocational  and 
trade  education. 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1913. 
No.  25.  Industrial  education  of  Columbus,  Georgia. 
Free  from  the  Bureau  or  Supt.  of  Public  Documents. 

5c. 

UNITED  STATES.    BUREAU  OF  EDUCATION.   Bulletin  1914. 
No.  4.  School  and  the  start  in  life ;  a  study  of  the  rela- 
tions between   school   and   employment   in   England, 
Scotland  and  Germany.     U.  S.  Bureau  of  Education 
i  or  Supt.  of  Documents.  I5c. 

The  first  part  of  this  bulletin  in  quite  technical.  Chapter 
XI  is  on  School  and  employment. 


GUIDANCE  OF  YOUTH  6l 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1914. 
No.  14.  Vocational  guidance. 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1914. 
No.  36,  37.  Education  for  the  home.  B.  R.  Andrews. 
Pts.  i  and  2.  U.  S.  Bureau  of  Education,  free,  or 
Supt.  of  Documents,  loc.  each. 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1915. 
No.  I.  Cooking  in  the  vocational  school.  I.  P. 
O'Leary.  U.  S.  Bureau  of  Education,  free,  Supt.  of 
Documents,  5c. 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1915. 
No.  37.  Some  foreign  educational  surveys.  James 
Mahoney. 

UNITED  STATES.  BUREAU  OF  EDUCATION.  Bulletin  1916. 
No.  21.  Distributed  free  from  the  Bureau  of  educa- 
tion or  from  the  Supt.  of  Public  Documents,  isc. 

UNITED  STATES.    BUREAU  OF  EDUCATION.   Bulletin  1916. 
No.  25.  Commercial  education.    Report  on  the  Com- 
mercial education  subsection  of  Pan  American  scien- 
congress.    December,  1915  ;  January,  1916.    G.  L. 
Swiggc 

UNITED  STATES.  BUREAU  OF  LABOR.  Bulletin  whole  No. 
162.  (Miscellaneous  series  No.  7.)  Vocational  edu- 
cation survey  of  Richmond,  Va.  191 

VOCATION  BUREAU,  BOSTON.  Vocational  guidance  and 
the  work  of  the  vocation  bureau  of  Boston.  Vocation 
Bureau,  6  Beacon  St.,  Boston.  1915.  IDC. 

WELLES,  MARY  CROWELL.  Glance  at  some  European  and 
American  vocational  schools.  Consumers'  League  of 
Connecticut,  Hartford,  i<;i  }.  SQC. 

WOMEN'S  EDUCATIONAL  AND  INDUSTRIAL  UNION,  BOS- 
TON. Millinery  as  a  trade  for  women.  Lorinda  Perry 
Longmans.  1916.  *$i-5O. 

WOOLMAN,  MARY  (SCHENCK).    The  making  of  a  trade 
school.    Whitcomb  and  Barrows,  Boston,  1910.  pa  SGC. 
Manhattan  Trade  school  for  girls. 


62  VOCATIONAL   EDUCATION   AND 

MAGAZINES 

American  Journal  of  Sociology.  Vol.  19.  Nov.  '13. 
Annals  American  Academy.  Vol.  35.  Supplement.  Mar. 

'10;  vol.  67.  Supplement.  Sept.  '16. 
Craftsman.  Vol.  19.  Mar.  '11. 
Dial.  Vol.  59.  Oct.  28,  '15. 

Educational  Review.  Vol.  30.  Sept.  '05;  vol.  45.  May  '16. 
Elementary  School  Journal.  Vol.  15.  May  '15. 
Elementary  School  Teacher.  Vol.  10.  Jan.  '10. 
Hampton's  Magazine.  Vol.  27.  July  '11. 
Harper.  Vol.  128.  Mar.  '14. 
Independent.  Vol.  73.  Dec.  19,  '12;  vol.  79.  Aug.  3,  '14; 

vol.  84.  Dec.  '15. 
Iron  Age.  Vol.  95.  June  17,  1915. 
Journal  of  Education.  Vol.  82.  Aug.  19,  '16. 
Journal  of  Political  Economy.  Vol.  21.  Mar.  '13. 
Literary  Digest.  Vol.  48.  Mar.  21,  '14. 
McClure's.  Vol.  41.  May,  1913;  Sept.  '13. 
Manual  Training  and  Vocational   Education   Magazine. 

Vol.  16.  Feb.  '15;  vol.  17.  Dec.  '15. 
Nation.  Vol.  94.  Feb.  29,  '12;  vol.  102.  June,  '16. 
Nation's  Business.  Vol.  3.  Nov.  '15. 
New  Republic.  Vol.  2.  Ap.  17,  '15;  Vol.  3.  May  15,  '15; 

June  26,  '15. 
Outlook.  Vol.  96.  Dec.  24,  '10;  vol.  98.  Aug.  26,  'n ;  vol. 

101.  July  6,  '12. 

Popular  Science  Monthly.  Vol.  77.  Aug.  '10. 
Review  of  Reviews.  Vol.  50.  Aug.  '14. 
School  and  Society.  Vol.  3.  Feb.  26,  '16. 
School  Review.  Vol.  19.  Feb.  'n ;  Sept.  'n  ;  vol.  23.  Feb., 

Mar.,  Dec.  '15. 
Scientific  American.  Vol.  112.    Mar.    15,    '15;    vol.    no. 

April  n,  '14. 
Scientific  American  Supplement.  Vol.  79.  Mar.  13,  '15; 

May  i,  '15. 
Scribner's  Magazine.  Vol.  51.  Feb.  '12. 


GUIDANCE  OF  YOUTH  63 

Survey.  Vol.  29.  Mar.  22,  '13;  vol.  30.  May  3,  June  21, 
Sept.  13,  '13;  vol.  32.  July  18,  '14;  vol.  35.  Mar.  u, 
'16. 

World's  Work.  Vol.  21.  April  'u  ;  vol.  25.  April  '13. 

ADDITIONAL  Boo 

ABBOTT,  EDITH.    Women  in  Industry.  Appleton.  1910.  $2. 
THOMAS  SKWALL,  and  H.  L.  SUMNER.     Labor 
pn.  Macmillan.  1905.  $1.60. 

ADDAMS,  JANE.    Newer  ideals  of  peace.  Macmillan.  1907. 

$1.25. 
ADDAMS,  JANE.  Spirit  of  youth  in  city  streets.  Macmillan. 

1909.  $1.25. 

AYRES,   LEONARD   PORTER.     Laggards   in   our   schools. 
Charities  Publication  Committee,  New  York.  1909. 

Largely  reprinted  in   Bloomficld.     Readings  in  vocational 
guidance. 

BLOOM FII  i D.  Mi  vi  K  Vocational  guidance  of  youth  ;  with 
an  introd.  by  Paul  H.  Hanns.  (Riverside  educational 
monographs.)  Houghton  Mifflin  Co.  Boston.  1911. 
6oc. 

CARLTON,  FRAN  History  and  problems  of  or- 

ganized labor.  Heath,  1911.  $2. 

DEWEV.  The  school  and  society :  being  three  lec- 

tures supplemented  by  a  statement  of  the  University 
Elementary  School.  University  of  Chicago  Press. 
Chicago.  1907.  $i. 

DEXVI-V.  TOHN  an<l  EVELYN,  Sdiools  of  tomorrow.  E.  P. 
Dutton  &  Co.,  N.  Y.  i"i5.  $1.50. 

Ec<  KE,  R.  W.  The  work  of  the 

rural  school.  Harper  &  Co.,  N.  Y.  1913.  $i. 

EMERSON,  M  I;vo1uti«.n  of  tin-  r<lnrational  ideal. 

(Riverside  text  book^  in  Ivlucation.)  Houghton.  $i. 

FARRINC,IM\.  FREDERIC  ERNEST.  Macmillan  Co.,  N.  Y. 
1914.  $I.TO 

GENERAL  EDUCATION  BOARD.  Account  of  its  activities. 
1902-1914.  General  Education  Board,  N.  Y.  1915. 

1  Some  of  these  book*  do  not  bear  entirely  upon  vocational  education. 
They  are  such  book*  as  find  a  place  in  good  libraries  The  hooks  on 
vocational  education  in  this  lint  have  not  been  used  extensively  in  the 
outline.  If  the  library  owns  them,  they  will  be  found  useful. 


64  VOCATIONAL   EDUCATION   AND 

GILLETTE,  JOHN  MORRIS.  Vocational  education.  Ameri- 
can Book  Co.,  N.  Y.,  1910.  $i. 

HEDGES,  ANNA  CHARLOTTE.  Wage  worth  of  school 
training;  analytical  study  of  six  hundred  women 
workers  in  textile  factories.  (Columbia  University 
Teachers  College.  Contributions  to  education.) 
Teachers  College,  Columbia  University,  N.  Y.  1915. 

$2. 

HENRY,  ALICE.    The  trade  union  woman.  Appleton.  1915. 

*$i.50. 

HERRICK,  CHEESMAN  A.  Meaning  and  practice  of  com- 
mercial education.  Macmillan,  N.  Y.  1904.  $1.25. 

"Largely  a  plea  for  the  establishment  in  this  country  of 
special  secondary  schools  of  commercial  education." 
HUNT,  CAROLINE  L.    The   life   of   Ellen    H.    Richards. 

Whitcomb  and  Barrows.  Boston.  1912.  $1.50. 
KELLEY,  FLORENCE.    Modern  industry  related  to  the  fam- 
ily, health,  education,  morality.  Longmans,  N.  Y.  1914. 
*$i. 

KERSCHENSTEINER,  GEORG  MICHAEL  ANTON.  The  idea  of 
the  industrial  school.  Translated  from  the  German  by 
Rudolf  Purtner.  Macmillan,  1913.  SGC. 
KING,  IRVING.  Education  for  social  efficiency,  a  study  in 
the  social  relations  of  education.  Enlarged  ed.  Apple- 
ton  &  Co.,  N.  Y.  1915.  *$i.so. 

Professor  King  is  at  the  University  of  Iowa. 
KING,  IRVING.     Social  aspects  of  education;   a   book   of 
sources  and  original  discussions,  with  annotated  bib- 
liographies. Macmillan  Co.,  N.  Y.  1912.  $1.60. 
LEAKE,  ALBERT  H.    Industrial  education ;   its   problems, 
methods  and  dangers.  (Hart,  Schaffner  &  Marx  prize 
essays.  '15.)   Houghton    Mifflin    Co.,    Boston.    1913. 
*$i.25- 

LEAVITT,  FRANK  MITCHELL.    Examples  of  industrial  edu- 
cation. Ginn  &  Co.,  Boston.  1912.  *$i.25. 
LEAVITT,  F.  M.,  and  BROWN,  EDITH.    Prevocational  edu- 
cation in  the  public   schools.    Houghton   Mifflin    Co., 
Boston,  1915.  *$i.io. 

"A  book  based  largely  on  the  results  obtained  in  an  ex- 
perimental industrial  class  conducted  by  the  University  of 
Chicago  and  in  prevocational  classes  of  the  Albert  G.  Lane 
technical  high  school  of  Chicago." — Bk.  Review  Digest. 

"Here  is  much  of  significance  to  parents  as  well  as  to 
teachers" — Elementary  School  Journal. 


GUIDANCE  OF  YC/l'  1  U 

MANGOLD,  G.  B.  Problems  of  child  welfare.  (Social  sci- 
ence text  book  series.)  Macmillan,  1914.  $2. 

MONROE,  PAUL.  Cyclopedia  of  education.  5  vols.  Mac- 
millan. 1911-1914.  $25. 

PHINNEY.  New  demands  in  education. 
Doubleday,  Page  &  Co.,  Garden  City,  N.  Y.  1912. 
$1.50. 

NATIONAL  EDUCATION  ASSOCIATION.  Journal  of  Pro- 
ceedings and  Addresses.  Secretary  of  the  National 
Education  Association,  Ann  Arbor,  Mich. 

The  volumes  1910-1916  were  used  for  reference  material  in 
this  outline. 

PROSSER.  CHARLES  ALLEN.  Study  of  the  Boston  Me- 
chanic Art-  High  School ;  being  a  report  to  the  Boston 
school  committee.  (Contributors  to  education,  No.  74.) 
Teachers  College,  Columbia  University,  525  W.  i2Oth 
St.,  N.  Y.  1915.  $1.25. 

PUFFER,  J.  A.    Vocational  guidance.  Rand.  1913.  $1.25. 
-SELL,  J.  E.,  and  BONSER,  F.  G.    Industrial  education. 
Teachers  College,  Columbia  University,  N.  Y.  1914. 
iiool  and  Industrial  life,  J.  E.  Russell  reprint  from  edu- 
nal  review,  N.  Y.  Dec.  '09.     Fundamental  values  of  ed. 
F.  E.  Bonser  reprint  from  Technical  education  Bulletin  No. 
10.    Teachers  College,  Columbia  Univers: 

SCHNEIDER,  HERMAN.    Education  for  industrial  workers. 

(School  efficiency  series.)  World  Book  Co.,  1915.  9oc. 

SNEDDEN,  DAVID  SAMUEL,  and  others.    Vocational  educa- 

theory,  administration  and  practice.  Houghton 

Mifflin   &   Co.,    Boston.    1915.    (Copyright    'io-'i2.) 

*$1.20. 

Problem  of  vocational  education   Snedden;  The  people's 
school  Weeks.    Improvement  of  rural  schools  Cubberly. 

THOMPSON,  F.  V.  Commercial  education  in  public  secon- 
dary schools.  World  Book  Co.,  Yonkers,  N.  Y.  1915. 
"$1.50. 

UNITED  STATES.  Commissioner  of  Education.  First  vol- 
ume of  Annual  Reports.  United  States  Bureau  of 
Education. 

The  reports  from  1910-1915  were  used  in  this  outline. 

\VER,  ELI  WITMER,  ed.    Profitable  vocations  for  girK 
A.  S.  Barnes  Co.,  New  York,  1915.  *8oc. 


66  VOCATIONAL  EDUCATION 

VAN  KLEECK,  MARY.  Working  girls  in  evening  schools. 
Russell  Sage  Foundation.  1914.  $1.50. 

WEEKS,  RUTH  MARY.  The  people's  school.  (Riverside 
Educational  monographs.)  Houghton  Mifrlin  Co.,  Bos- 
ton. 1912.  6oc. 

Also  bound  with  Snedden.  Problem  of  vocational  educa- 
tion and  Cubberly  Improvement  of  Rural  schools  with  the 
title  Vocational  education,  its  theory,  administration  and  prac- 
tice. 


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